Presentation Outline

1)Videos
a) Watching videos will allow students to use both sight and hearing to learn neuroscience.
2)Poems/songs
a) It is easier to learn information if the information is put into a catchy tune, so we can make associations.
3)Game
a) Since the game provokes students to learn about neuroscience through drawing and thinking, students will be able to remember the information by connecting pictures and words.
4)Problem Solving
a) Once the students have been given a solid background of neuroscience, they will prove that they have learned by applying the information to the real world.

Tyler O - Learning Strategy and Parts Three and Four

Based on the information that was gathered in Phase II, I decided to create a game in order to learn Neuroscience. The game that I have chosen is Pictionary. For this game, I will divide the class into different teams. Then one person from the team will have to get up and draw a topic from the neuroscience chapter. Some of the topics they would need to be able to draw would include the impact of a severed corpus callosum, the impact of a specific neuron, and the impact of each part of the brain. This learning strategy would require the students to have a firm grasp on the topic because not only would they have to know the impact, but they would have to be able to take what they know and convey it through either a scenario or some other way. By forcing the student to simply think about the impact, they are thinking beyond just what the neuron, brain, or corpus callosum does, but by making them draw the impact in a scenario they are not just participating in higher level thinking but also applying the impact to a situation. By making a student apply the impact to a situation that they have to come up with, it is more likely that they will remember it better. As for the students who are trying to guess the topic that their teammate is drawing, they have to also have a handle on the information of neuroscience so that they can decipher what is being drawn and then how it applies to neuroscience. The purpose of this game is to force the students to make numerous connections between neuroscience and their own everyday life. In order for a student to learn neuroscience, they will likely look at the key terms and just try to learn and/or memorize them. They will likely not try to gain a deep understanding of the topics, but this may not be reflected in their grade on the test. The student may get an A or a B on the test without having a deep understanding of the knowledge. By using Pictionary, the student(s) will be forced to create connections that will help them to fully remember the information about neuroscience better. This learning strategy will not be effective without the use of other strategies because it will not provide the student a small background on any topic. This strategy is only useful to those who are prepared for higher level thinking and application of the topics presented in the neuroscience chapter.
While playing this game I realized that it is a lot harder than I first expected. I assumed that coming up with my own scenarios in which these can be applied would be a lot easier than it actually was. This game made me think deeper than I planned on but it proved to be highly successful. It was actually hard to draw the various topics in the chapter on the spur of the moment, but as I reflect back on the game I can think of some different ways. This is the point of the game. Even if it is not clicking in the students head at the moment he or she is trying to draw, if it forces him or her to reflect on the topics then it is still serving the original purpose. In this sense, the strategy is effective in making the student create a connection and applying the topic to his or her life. The learning strategy does have some flaws, which was to be expected after the first trial run. Some of the cards were a little confusing and more challenging to draw than others, but that is not a hard fix to make going forward in the future. Other than that, and some of the kids who did not know how to play the game of Pictionary, there were not too many flaws for this strategy. As stated before though, this game and strategy can only be used after a person has a grasp on the general idea of the topics.
Learning is not just being able to recall or remember facts and regurgitating facts, but it requires a person to be able to apply the facts they know to a situation. That is exactly what this game and this learning strategy fosters that exact same attitude and desired outcome. It makes people apply their knowledge, true learning. Not only do the students have to be able to remember what they were taught, but they also have to think about how they can draw that so that another person is able to figure out what it is. Students who are drawing are not allowed to speak so technically, the strategy does not use language, but it does use written language in the form of pictures. The strategy uses a different type of communication than the conventional verbal communication. This helps all the visual learners and prevents students from just being able to say the facts; they have to come up with their own way to present the information. For this reason, the learning strategy is very effective, not to mention fun and challenging. With the game being a different, fun, challenging, and competitive, it will surely spark the interest of a lot of students, and this will therefore spark learning as well.

Data Analysis and Importance: Amanda

In order to collect accurate data, we created a survey of five simple questions. The questions consisted of the following: How long (in hours) do you spend doing homework or studying each night; how many nights before a test do you begin to study; what do you do in order to prepare for a test; in class, what is the most beneficial learning strategy; and what grade do you normally receive? We made several copies of the survey and asked people to fill out the survey in each of our classes, at lunch, and in homeroom in order to receive a wide range of different types of students. We used use trust to believe that we were getting an honest response from our classmates. The data that we collected was advantageous because we gathered information on how must students learn best. We recorded our peers answers based on each question and broke them up to find the most common answers. The data helped us decide what type of specific learning strategies to use and which ones we should not use based on the students common answers.
From our survey, we learned that the students who are most successful study multiple nights before an exam. Therefore, our learning strategies should be diverse and include many different activities that can be done on multiple nights; perhaps one strategy per night. Additionally, we learned that students are more successful when, on average, they study for more than one hour each night. However, from our survey, we learned that each student has his or her own learning strategy that works best. There is no one specific way that can guarantee success when trying to learn. Nevertheless, we realized that repetition is major component of learning information successfully without memorization. Also, we learned that when students have to apply the information to abstract problems, they seem to understand the information better.
Our survey has helped us decide which learning strategies would most benefit students because we have determined what most successful students do in order to study and receive good grades. The survey gave us a basis and will help us start building our learning strategy. Our learning strategies must be very diverse in order for to benefit all different types of learners. The survey also has helped us decide that our learning strategies must not be “boring” because if students need to study for multiple nights and for multiple hours, students must be interested in learning. Also, our strategies must be diverse, but repeat the same information and force students to use all parts of their brain. If students use all parts of their brain, they have a better chance of reasoning, understanding, and learning the neuroscience.
Our survey gave us many pieces of information that correlate directly to how students can learn neuroscience effectively. First, when reviewing the data, we can see that students, who study and do homework for more hours each night, generally perform better and get better grades. However, there are some exceptions to the general trend. Therefore, when planning our learning strategies we took into consideration that learning should occur in class and at home for a fairly long amount of time in order for students to fully understand neuroscience. Our learning strategies are interesting and students can spend a decent amount of time completing each activity on a nightly basis. Informational videos about neuroscience and parts of the brain can help teach students from an initial standpoint. Through educational videos, students can gain background knowledge on neuroscience. With more exposure to neuroscience, the brain can process and store information as long term memories. A second piece of information we pulled from our survey is that when students study more than one night before a test, they seem to do better. We used this information while deciding what learning strategies to use. Our learning strategies must be interesting and different so students can use the strategies for multiple nights. With experience, students will learn the information just as studying for several hours each night. Another piece of information we took from our data is that students are very diverse and each have their own individual learning techniques that work best for them. While coming up with learning strategies we took into consideration that all students are different. Therefore, we made out learning strategies very diverse. Each learning strategy uses a different type of learning and works a different part of the brain. The video is a visual demonstration of neuroscience and works the occipital lobe of the brain. The poems being read aloud is processed by the temporal lobe. The game uses all parts of the brain and the problem solving requires critical thinking and use of the brain. A fourth piece of information we discovered from our survey is that most students learn through repetition and rehearsal. Therefore, when learning neuroscience, our strategies should all have some common information so that students learn the information through all four strategies. When a student experiences the information about neuroscience many times, the information may be able to be stored by his or her long term memory. Connections will be made and a student may comprehend neuroscience. A fifth and final piece of information we learned from our data is that although many students learn differently, the most common learning strategy is a demonstration or lecture. When students experience the information and see why certain things occur, students seem to understand neuroscience better. Therefore, our video is a very informational video with demonstrations and visual aids.
Generally, we used our prior knowledge, our personal experience, and our survey to determine our four successful learning strategies of a video, a game, poems, and problem solving.


Importance:
When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience. It is important to understand learning, thinking, memory, and language for our understanding of neuroscience because to be able to come up with a strategy to learn neuroscience, we must know how the brain works best. We must know how humans have been learning for a long time in history. With research we can understand how the brain works. We must know what makes the brain think and how the brain stores memories. When studying neuroscience, it is important to know that each side and even different parts of the brain have different functions. The temporal lobe assists in memory and it is important to know how to get the temporal lobe to work and how to get it to store information. The temporal lobe processes visual and auditory information. The structure of language is also important to understand. If high level vocabulary and structure is being used, it will be hard to comprehend neuroscience. If the language used is structured in ways that is easy to understand, more people will learn neuroscience.
When one understands the roles that learning, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. These learning techniques can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. Four strategies will eventually become an outline for success in everyday life. When we understand how we individually can learn best and how we can remember information by using all parts of the brain, we can become better learners and continue to learn information on a daily basis.
When we understand learning, thinking, memory, and language can be optimized, we will be able to learn all sorts of information, not just neuroscience. We can utilize our strategies and apply them to any subject of psychology. When we understand how to learn and store information in our long term memory, we will be able to be successful in learning psychology all throughout the year.
Our groups learning strategy is very effective and could be the best way to learn for everyone. We made our learning strategy effective by starting with a video. The initial informational video is building a knowledge base for the information that can be used later. Through demonstration and visual aids, students can start to comprehend the information and also take notes. The fun jokes are also an easy, fun way to learn neuroscience. After starting to learn neuroscience, the information in the video can be repeated through fun songs and poems. Like the jokes in the video, the poems are effective in allowing students come up with tricks to remember the difficult facts of neuroscience. Also, the students listening to the poems allow them to use their temporal lobe to remember. After the repetition and rehearsal of neuroscience, students can start trying to recall and use the information in a Pictionary game. Students must use critical thinking and use many parts of the brain to understand and comprehend neuroscience. Once students continue to use the information, students will start to learn the information. Finally, we can introduce problem solving. Students can now use all of their gained knowledge about neuroscience and apply it to real world problems. Students will not learn anything unless they apply it to what they know. As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience. To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology. By taking a step by step process in learning neuroscience, our learning strategy is very effective for most students.

Poems- Collin Brown

The learning technique that I chose was to utilize poems to recall information. Commonly, many elementary and pre-school teachers use songs, a form of poetry, to convey meaning and to make sure students are learning the information and not just memorizing. In 1835, the Boston based music publisher Charles Bradlee created and copyrighted the Alphabet song we commonly know today. Although it was only a few simple lines, the tune with the rhythm of the letters helped children to easily learn the alphabet. The song still remains today and is taught by teachers all across the United States. It helps children to learn and remember their ABC’s for the rest of their lives. Similarly, I used a poem to convey the information in the neuroscience unit. My poems were easy to understand and included a bit of humor, making them more relatable to students. The poems, although brief, contained a good amount of information for a student to learn the basics of neuroscience. Learning this way is very effective, as it is a good way to keep things stuck in your brain. If you can read a poem and relate to it, it will most likely be easier to remember and relate to other subjects. This relation to other subjects is when the real learning occurs. If a student can remember what he or she heard in a poem, they will be able to take the information and apply it to a real world situation. The poems, because they are relatable and easy to understand, are the best learning strategies for students.

After running through the strategy of reading poems myself, I found I could easily recall the information presented in the poems. They were effective because of the ease of comprehension of the language. Also, the poems were easy to relate to. For example, one poem about the effect of peer influence on behavior describes situations students go through in high school everyday. Because I am a teenager in high school and experience these influences everyday, I can easily read and relate to the material in the poem. This makes the material easier to remember. Although the strategies were effective in helping me learn the neuroscience material, the length of the poems could be expanded to include more information. Also, if the poems were set to music and made into a song, the information would most likely stick with me even more. I would be able to think of the catchy rhythm and tune that went with the song, making it easier to remember. This would have the same effect on me as the alphabet song did when I was younger. In my strategy, learning was used effectively because I was able to remember the information on my own. Learning is defined as a relatively permanent change in an organism’s behavior due to experience. The change occurred after I read the poems and they were stored as information in my brain. The behavior that changed was my memory. My memory was triggered to know the information within the poem. Therefore, my memory was also used effectively. Last, the language within the poems was easy to read and understand. Because of this, more learning took place and I was more capable of recalling the information that was given to me. The language made recalling the information easier because I could understand and relate to the words being used in each line of the poem. Overall, the learning strategy I picked, writing poems to learn information, was the best strategy because it is easy to understand, relatable, and an excellent way to recall tricky information.

Video

After collecting data about the way students learn most efficiently, we realized that students learn best when they incorporate as many as their senses as possible. As a result, we decided to use videos that will allow the students to use sight and hearing to learn. If we use videos that will be of interest to the students then the students will be more likely to retain the information. The reason for this is based on the fact that the amygdala, the center for emotions, and the hippocampus, the center where information is sorted and the important information is saved in our memories, are so close together. Since we are planning on using humor in the videos, the use of the amygdala and the hippocampus will enhance one’s ability to remember information.
Here is an explanation of the learning technique of using videos to teach. To start off, we will give a brief foreshadowing of what is to come in the video. This way the students will be able to have something to focus on as they are watching the video. The video is a collaboration of many video clips that explain some of the basics of neuroscience. The first part of the video shows neural communication through the use of pictures and language. After that there is a short clip that explains the importance of neurotransmitters. Then we build upon that by showing a video on the nervous system, endocrine system, and limbic system. Next we inform the students about different ways to observe the brain through tests. Finally we wrap up the video with the parts of the brain, the divided brain, and genes. In between each topic we inserted a joke in order to introduce the next topic or expand on a certain topic. Through real-world scenarios and associative learning the students will remember the parts of the brain and how the brain works.
This learning technique is very effective because, as it was stated before, these videos allow students to use multiple senses, to make associations, and to learn through the use of emotions. In addition, students have the ability to relate the information in the videos to their lives. As a result, this is a key way to successfully learning neuroscience.
In order to know if this method is realistic, we had to do some test runs. We showed the videos to our siblings. The results showed that the videos are an effective way to learn. After my sister watched the videos, she was able to explain the parts of the brain and their functions. Furthermore, we asked her to give an example and an explanation of something she has learned. The major point that she remembered is about the corpus callosum. She responded by saying that if her brain would be divided then she would not be able to use language to describe a picture that she saw. Since this response is not entirely correct, there could be some modifications to this learning technique. We believe that it might be better if we show multiple real-world examples of how we learn; however, we do incorporate real-world examples into another one of our learning techniques, problem solving. In conclusion, we did use learning, thinking, memory, and language effectively through out the videos. The students learn by watching videos, thinking about how the parts of the brain work together, committing the information to memory by making personal connections, and listening to the dialogue of the videos.

Learning Technique Number One: Problem Solving

3.

Utilization of Five Learning Techniques:

Technique:

Problem Solving

Process:

· Historically:

When reflecting upon the history of problem solving, humans have been solving scenerios from the beginning of their existence, usually by trial and error. However, humans never understood or comprehended their solving of scenerios until scientists in the 1930s recognized and developed what is now the scientific method. Throughout its history, the scientific method has often been viewed mainly as a method for scientists and may be considered the most important tool when problem solving. Relatively simple experiments were used in order to fully understand the scientific method so that individuals could understand this form of analyzation. After about a decade of simple experiments, problem solving, especially in the 1960s and 1970s, became extremely popular to the entire wolrd because problem solving had clearly defined solutions, which could be solved in a resonable amount of time, and researchers could trace participants' problem-solving steps to better help them.

One of the impressive examples of problem solving was demonstrated by Herbert Simon and Allen Newell. Simon was a contributor the field of artificial intelligence, creating with Allen Newell programs such as the Logic Theory Machine in 1956 and the General Problem Solver (GPS) in 1957. GPS was the first method of utilizing problem solving strategy from information.

· Purpose of Strategy:

Problem solving is one of the ways to determine the solution of particular problem. Problem Solving involves first finding the problem and, after, create step-by-step explanations in order to find the solution of the problem. This idea of problem solving cannot only help students learn neuroscience, but also help teachers explain neuroscience to their students in an effective manner.

Two important aspects of problem solving when talking about neuroscience include flexibility and open-mindedness. In order for a person to gain good problem solving skills, he or she will be required to understand the problem and create a useful plan to solve the problem. As the person works through the difficulties of problem solving, he or she is also understanding and anlyzing neuroscience lessons. It is important to consider the problems of each topic. This will better prepare someone to have the ability to make well-informed, yet creative solving techniques to the problems that one may experience in life.

To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with any topic. Problem solving gives psychology students more motivation and challenge.

Effectiveness:

Problem solving is a skill to have and a process to remember. It is a tool because it can help a person solve an immediate problem or to achieve a goal. In addition, problem solving is a skill because once someone has learned the process, he or she can use it repeatedly, like the ability to ride a bicycle. Problem solving is also an organized process because it involves taking a number of steps, which will make students understand the topic of neuroscience even better. The first thing that all psychology students should know and understand is that all problems, no matter the complication, have solutions. One, through problem solving, needs to teach the mind that every challenge that one faces has a solution. The person is increasing the mind’s ability to be analytical in determining the solution to those problems.

When one seems to have a problem in their analytical stage, one can follow the problem solving process to help. Every time one uses a problem solving process, one is increasing problem solving skills.

Beneficial to Neuroscience Studies:

Problem solving places the focus on the student making logic of neuroscience ideas. This learning technique also encourages students to gain confidence in their ability to think scientifically. The students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides current assessment information that can help teachers make instructional decisions to help the students better understand neuroscience. Problem solving allows students to extend their ideas in order to challenge their greater knowledge and understanding.

Problem solving allows students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students the motivation that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve success in psychology.

4.

Analysis of Use:

The Experiment for Problem Solving:

At the start of the experiment, I had six people in a learning group. These six people included my neighbors, the Lacey's (Alison (47 yrs.), Andy (50 yrs.), Brad (22 yrs.), and Brianne (21 yrs.) along with the Abraham's (Jimmy (11 yrs.) and Nicole (9 yrs.). These six people were instructed to read in the textbook "Psychology" by David Myers the neuroscience sections of the book, which included chapter 2. They could only read the chapter once. After the reading had ended for all of them, I sat them down at a round table and gave them all a blank sheet of paper and asked them the essential question they had to answer, "What is Neuroscience?" I gave them an hour to deliberate amongst themselves for an answer that had no specific length. Once this had ended, I let them go home.

The next day, I let them read, for thirty minutes prior to answering the question, chapter one again along with a pamphlet on problem solving organizational that I received offline at . With the same paper and same amount of time, I had the people answer "What is Neuroscience?" again.

Problem Solving:

· Effective:

When both subjects performed the learning style process of problem solving, the subjects were encouraged to gain confidence in their ability to think scientifically. The subjects learned the key information about topics that were broken down for the essential problem-solving question (What is Neuroscience?). After completion of the subtopics, the subjects found the solution to the main problem they were problem solving in the first place. In addition, the subjects were a lot more relaxed than in other study habits and gained a lot of information because they were using their own study tool, their mind. Problem solving gave the subjects more motivation and challenged them in the subject of neuroscience, while renewing confidence in them to achieve greater success in psychology. When a testwas given in order to review review their knowledge, the subjects placed in the advanced category.

· Ineffective:

At the beginning of the problem solving learning strategy, the subjects could not identify or accurately describe problems when they occurred because they were unfamiliar with the terms being presented dealing with neuroscience. Therefore, they at first started to have a lack focus and often failed to produce the desired answer. Also, the subjects had a negative attitude because they did not understand anything about neuroscience. In addition, some of their sub topics to solve the overall problem of a certain topic in neuroscience often lacked innovation and did not make sense. Lastly, the subjects did not respond well when they had a problem occur that was outside the main problem they were focusing on. This can all be corrected after using the process more frequently.

Modifications:

When looking at the results and observing the subjects during their problem solving, we noticed the following:

1. You do not have to figure the solution to a problem out in one sitting. One way in which to alter the experiment to receive a better understanding of the effects of neuroscience is to have them see a problem in which to solve, but take breaks after completing one of the steps of problem solving, so that they can analyze without becoming overwhelmed. The mind, like the body, benefits from a measure of rest. Some of the best solutions always come when someone is not sitting in front of the problem, while instead pondering solutions outside of the environment. This could benefit the experiment because after a refreashing break, the people can have no ideas.

2. Do not be afraid to fail. At the beginning of the experiment, the people could tell the subjects that any idea is a good idea. There is no right answer or path to solving a problem. When the instructors tell the subjects this piece of infromation, the subjects will have an altered state of mind in a positive light that will ultimtely give them more confidence. Even if it is just failure by the subject’s standards, doing a poor job and recognizing it gives someone a platform for the next problem. One can see what he or she has done wrong and what could be done better, overall showing a true problem solving process. These failures are a valuable step in the problem solving process.

3. II should have split the group of six up into two groups of three randomly so that the order effect did not come into play. What would of happened if the group learned the problem solving techniques first and then took them a second time still?

I should have also conducted both parts of the experiment on the same day, but due to time constraints, that was not possible. People had to go on with their daily lives. Also, this would have also prevented the people from reading the book a second time.

Effectiveness in Relation to Incorporation of Learning, Thinking, Memory, and Language:

Problem-solving styles are the different ways individuals attempt to solve problems. The various problem-solving styles can help minimize unexpected occurances and help one think, learn, utilize memory, and utilize language. When one first starts a problem, they have to think as to how they are going to approach the problem in order to receive a reasonable answer. Along the way of the problem solving experience, one is continually learning about neuroscience and the problem solving technique that can help in everyday situations. Since the problem solving is in groups, one has to communicate through language in order to exchange ideas. When those ideas are exchanged, people keep them in their memory in order to be brought up at an appropriate time to try and solve for a solution to the problem. Problem solving is an excellent learning technique because it incorporates many aspects of learning.

5.

Importance:

Explain why understanding these concepts of learning, thinking, memory, and language are critical to our understanding of neuroscience.

When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience.

Analyze how understanding these ideas can help us grow as learners and to better understand the processes we go through on a daily basis.

When one understands the roles that language, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. This problem solving technique can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. This problem solving will eventually become an outline for success in everyday life.

How can this knowledge help us not only to learn neuroscience, but other aspects of psychology as well?

As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience.

To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology.

Phase II - Part V - Tyler Orner

Cognition: Cognition is simply defined as knowledge and everything that is involved with the process of it. When a teacher is teaching a class he or she is imparting their knowledge to the students and the students are listening, asking questions, and talking about the topic. All of this relates to cognition and all the mental activities that relate t thinking, knowing, and remembering; knowledge.

Concept: A concept is just an idea or a notion. For example, a computer or technology would be a concept. There are many different types of computers but each one would fall under the general concept of a computer and an even broader concept of technology.

Prototype: A prototype is the first of its kind. First we create what we know to be concrete and use that as our prototype, and then comparing all subsequent objects to our prototype. One prototype is the hybrid car. The manufacturers had to create a prototype for the design to determine whether the idea was feasible and if it would be popular. Once it was determined that both would be possible, they began to mass produce cars similar to this prototype.

Algorithm: An algorithm is a step-by-step method that is followed to get to a certain outcome. One type of an algorithm is factoring. We know that if we have a function and we follow a standard procedure we will find the answer. Also, PEMDAS, or the order of operations is an algorithm because if we follow it, we are certain to get the correct answer.

Heuristic: A heuristic is a simplified way of finding a certain outcome, but this way is more error-prone. One example of this is trying to solve a hangman puzzle. One will first guess letters like r, s, t, l, n, and the vowels because they are the most common letters. While it is possible that the word may contain a letter like y or z, it is less likely so we don’t guess that until the end. Also, for word searches, if a word has a unique letter combination or two of the same, it is easier to just look at those in the puzzle. While this may not always lead to the answer the first time, it is faster than looking at each letter individually.

4. One way to use my knowledge of this chapter to improve the learning strategy is to first categorize a chapter or the desired material into main concepts to make the wide variety of material covered into a simplified few concepts. Another way is to create a prototype to just a get a base strategy which I can then tweak and improve as I go.
6. I am going to break the information down into simplified concepts to make the variety of material covered easier to remember and associate for the students.

Phase II - Part IV - Tyler Orner

Implicit memory vs. explicit memory: Implicit memory is when a person has the ability to learn how to do something, whereas explicit memory is when a person cannot know and declare that they know. Therefore, implicit memory is usually referred to as procedural learning and explicit memory is considered declarative memory. People with amnesia have a good implicit memory but not a good explicit memory. For example, these victims will not be able to realize that they have done something repeatedly even if they are doing something over and over, but they will improve at whatever they are doing (implicit).

Hippocampus: The hippocampus is a part of the brain that is responsible for processing explicit memories. A limbic system structure, the hippocampus captures new explicit memories of names, images, and events. Damage to this system can disrupt some types of memory. Damage to the left hippocampus have trouble remembering verbal information but have no problem recalling visual designs and locations. For people who have damage to the right hippocampus, this situation is reversed.

Recall: Most people associate memory as recall, or the ability to retrieve information not in conscious awareness. Recall can be defined most simply as the measure of memory in which the person must retrieve information that they learned previously and indentify it without any help. A fill-in-the-blank test examines how much a student can recall.

Serial positioning effect: Serial positioning effect refers to the idea or concept that we usually remember the first and last terms in a list the best. This most likely occurs because the last terms are still in our short term memory and the first terms are the ones that have been practiced the most, while the terms in the middle are usually the ones that are most likely forgotten.

Recognition: Recognition is a measure of memory where the person only needs to indentify items previously learned. This is different than recall because in recognition, people only need to “recognize” information rather than needing to have to “retrieve” the information. A multiple choice test is a common example of testing recognition.

Relearning: Relearning is a measure of memory that assesses the amount of time saved when learning material for the second time. If someone has learned a skill but then never uses it for an extended period of time, they may forget it. So when they need to use it again, they must relearn the skill. The amount of time they save learning this skill the second time is relearning. An example of this would be a person who learns chemistry in high school but then becomes an elementary teacher. They will not use the skill, but maybe the school will decide to teach chemistry in the grade that this teacher teaches, in which case he or she must relearn chemistry. Theoretically, the skill will be easier to learn and will take less time to learn the second time.

Priming: In order to retrieve a memory you must identify the “strand” that triggers the memory. This action is not always a conscious act but is necessary for the memory to be recalled. Therefore, priming can be defined as the activation of particular associations in memory.

Mere-exposure (not in 9): The mere-exposure effect is the phenomenon that frequency creates or breeds fondness. Repeated exposure to a certain novel stimulus will usually produce an increased liking of that stimulus.

4. Maslow states that the lowest level, or base level, of needs must be satisfied first before we can begin to think about the second level/tier of needs. In the first level is our food, water, air. Then we begin to move on up from there. This can be applied to learning and memory. If someone’s needs for a more basic level have not been satisfied then the learning and memory will not be fulfilled until that need is filled. To take it to the extreme, if someone is starving; they will first satisfy their need for food before they try to learn. Another example comes when someone suffers the loss of someone close to them. They will feel a need for lovingness and until this is satisfied they will be unable to learn. This happens in school. If a student loses a family member, often their grades decrease because they are trying to satisfy a more important need. Finally, in the wake of a tragedy like 9/11 people are unable to learn or remember. When it happened people who experienced the event had trouble recalling some details because they needed to satisfy their need for safety first. Even in third grade, our teachers stopped teaching and they made us read alone while they discussed what happen amongst the other teachers. They were fulfilling this other need first.

Phase II - Part II - Tyler Orner

4. Operant learning definitely has its place in our school. Operant learning occurs when a behavior is either strengthened by a reinforcer or diminished by a punisher. This occurs in various instances throughout our school such as detention, the deduction of a final exam, and awards such as student of the month. A detention is a negative reinforce because it takes away the time of the student and is promoting, or reinforcing, the idea that the student should follow the rules. The deduction of the final exam is also a negative reinforcer, but is one that the student likes. The final is taken away; making it negative, but it promoting the behavior of working hard and doing ones work. Finally, the student of the month is a positive reinforcer since it gives the student an award and is promoting a positive attitude in the classroom.
8. I feel that grades do fall under this Chapter. For example, if one person sees that someone received a good grade, they are likely to try and reciprocate the actions of the person who got a good grade. This could be interpreted as observational learning. Also, just receiving a grade alone will be operant conditioning because a good grade is reinforcing the positive behavior of hard work and studying whereas a bad grade also reinforces the same desired behavior of hard work and studying.
9. I do agree with this positive bias that Skinner’s research had on operant learning. For mainly one reason, a lot of his methods are still in use today. One example is how teachers teach their classes. The successful and good teachers are the ones that individualize their class for the students that they have in them. Another example is in the workplace. Employers may give raises or rewards, whether monetary or not, to employees who are successful in reaching their goals, targets, or just doing a job-well-done.
C. The students in this class learn in all different types of ways. Some of the more common and reoccurring answers were that the students learned by listening to lectures (auditory), looking at pictures and diagrams (visual), and others learned best by reading and writing notes. This will be helpful into designing our project because it will allow us to structure our style towards fitting and incorporating everyone’s needs. One way to do this is to create a PowerPoint for our visual learners, lecture about it for the auditory learners, which then allows the remaining students to take additional notes.

Phase II - Part I - Tyler Orner

How does biology play a role in operant conditioning? Researchers have found that animals will not go against their natural instincts if a certain desired behavior compromises their instincts. This is known as instinctive drift, when animals will follow their instincts rather than performing a desired behavior, even if they are being trained to do so otherwise.

Research after Skinner: Skinner believed that behavior was shaped by external experiences, rather than thoughts. So he felt that we should give rewards to promote a desirable behavior and not worry about a person’s freedom or dignity. He believed that in the classroom, individualized instruction should be performed, which has begun to occur and studies have been conducted to determine whether this and the use of positive reinforcements have a positive impact on the grade a student receives. Recently researchers have studied the effects of primary and secondary reinforcers. While many were and still are critical of Skinner, his ideas are currently in existence today.

(The following apply to observational learning)

Modeling: Modeling is the process of observing and imitating a specific behavior. From this is where we can trace many of our social behaviors. What we see or observe, we do ourselves, and this is modeling.

Mirror neurons: Mirror neurons are frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation, language learning, and empathy.

Albert Bandura: Albert Bandura is one of the original researchers when it comes to dealing with observational learning. Bandura’s experiment with the children outlashing against the Bobo doll shows that children, and others, tend to observe certain behaviors from others, and when they are faced with certain situations they are likely to act in a similar fashion. His findings can help explain why some connections exist. For example, they may help explain why abusive parents tend to have aggressive children.

Prosocial models: Prosocial models are positive, constructive, helpful behaviors. Prosocial models can help change people actions or influence their actions to be positive or socially pleasing based on their own actions.

The impact of television (dun dun dun): (page 338) During the first eighteen years of someone’s life who lives in a developed country, they are more likely going to spend more time watching TV then they will spend in school. With so many violent shows on, especially during prime time hours for these children, through observational learning, children are more likely to repeat these violent of negative behaviors.

The good news about TV (from Chapter 1): (page 338) If a child sees prosocial behavior on the TV and is frequently exposed to positive behavior, then the child is most likely going to act in a more positive way in society.

Desensitizing of youth: (page 340) By watching more TV, and the violence that occurs, the youth are likely to pick up on what is happening and learn by observing what is happening on their show. When this occurs, they become less likely to react or respond when an actual violent crime occurs in real life.

Provide one example of Observational Learning from your lifetime (make sure that each group member has their own example to post to the blog): In soccer, I watched my favorite player do a move that would continually beat players over and over again. The move was quite easy but if done properly could be very deceptive. I practiced this move and have since used it to my advantage. Another example is when I saw two kids get into a fight and then their consequences. By seeing the outcome, I learned to not do what they did, in this case fight.

Survey in Which We Used

Please answer these questions:
1. How long (in hours) do you spend doing homework or studying each night?


2. How many nights before a test do you begin to study?


3. What do you do in order to prepare for a test?


4. In class, what is the most beneficial learning strategy? (i.e. lecture, class discussion, demonstration, etc.)


5. What grade do you normally receive?(circle one)
a. A
b. B
c. C
d. D
e. F

Neuroscience hierarchy

Phase 2, Part 5~Collin Brown

Syntax- The ways we use words to formulate sentences. In French, pronouns normally come in between the object and the verb, as opposed to English, where the pronoun comes after the verb.

Babbling Stage- The part in a baby's life when they can form sounds that do not necessarily make sense, but are sounds none the less. A baby saying ga-ga has no real meaning and is an example of babble.

One-Word Stage- After turning one, the baby can say words with a conveyed meaning that are usually only one word or syllable. The baby word, "ba-ba" can be used when reaching for a bottle. The word kind of sounds like bottle and is therefore conveying a meaning.

Two-Word Stage- Before reaching the age of two, babies can say two-word sentence fragments. Babies sometimes say things like "hold you" (something I used to say when I was little), when they wanted to be held.

Telegraphic Speech- Speech that is fragmented and contains mostly just nouns and verbs but can fully convery a meaning. Phrases such as "THEY'RE HERE. ENTER BUILDING" are short, convey meaning, are fragments of sentences, and are commonly used in telegraphs. This type of writing is a good example of how most babies speak in the two-word stage.

Linguistic Determinism- The language we speak and understand has a direct influence on how we think and comprehend things. In French, every noun has a gender. Therefore, French people perceive common items as he/she through language.

Phase Two Part Six

The Learning Strategies:

1. Reading/Memorizing:

Have a representative sample of people read an article based on neuroscience. Have the sample of people come up with a varitey of numonic devices in order to memorize the infromation.

2. Visual Aids/Demonstration:

Have an instructor demonstrate neuroscience to a representative sample of people through a brain activity. After, have students make some sort of of visual aid to use for their own learning experience.

3. Lecture/Listening:

Have a neuroscience professor lecture to a repreesentative sample of students on the topic of neuroscience for about an hour. Record the lecture on a recording machine and listen to the lecture before one goes to bed.

4. Reading/Writing Notes:

Have a representative sample of students read an informational essay on neuroscience. Throughout the reading session, make notes that would cover main topics essential for the chapter.

5. Hands on/Project:

Have a representative sample of students build a model of the brain and label each part and its functions. Present the structure in front of the class and have students actually hold the structure.

6. Video/Audio:

Have a representative sample of students create a video or album based on neuroscience. The video should include the necessary visuals along with appropriate concepts and terms.

Phase 2, Part 5, Question 5

Question 5- I can use the knowledge of language acquisition to create a learning strategy by formulating a learning strategy that is easily understood by a common population. For example, understanding the way English speaking people comprehend things, or their linguistic determinism, can help me to develop a learning strategy that goes hand-in-hand with how the English speaking person thinks.

Phase 2, Part 3

To collect the most accurate data, we will create a survey of five simple questions. We will make several copies of the survey and ask people to fill out the survey in each of our classes, at lunch, and in homeroom so we get a wide range of different types of students. We will use trust to believe that we are getting an honest response from our classmates. We will use the data collected to our advantage since we are gathering information on how most students learn the best. Once we have collected the data, we will record answers based on each question and break them up to find the most common answers. The collected data will help us create our learning strategy by helping us decide what specific learning strategies to use and which ones we should not use based on students common answers.

When we present this data in December, we will have bar charts to show which strategies are used most by students at Wilson High School and correlation studies among hours studies per night and grades. The information will be easy to understand when we categorize and break down the information from each survey. I believe our data will be helpful and useful to us as well as others.

Our tool for collecting data was most definitely useful and somewhat accurate in collecting the information because it helped us determine what most successful students do in order to study and receive good grades. We also determine what learning strategy helps students learn the material the most. This survey gave us a basis and will help us start building our learning strategy. To supplement our data we could have used a random sample and also collected more responses from all ages. We could also have reached out to students beyond Wilson in case the different schools condition students to learn in a certain way.

This data can apply to the real world since it asks what strategy helps students learn better. This can transfer to college and eventually to the work force when one has to be trained for a job. One must learn and remember information for a career, not just memorize and forget the information later. The data could be useful to teachers and coaches. Coaches who want their players to remember specific plays could benefit from useful learning strategies. We will share our data with or teachers and coaches in hopes that the information will be considered and used. Then hopefully through these strategies, students will become more successful in class and life.

Phase 2, Part 4, Question 5

Bloom- Bloom's theory involves three different memory or learning strategies. It relates to memory we learned about by explaining certain ways people remember things. It can help us develop learning strategies by narrowing down student's ways of learning. His theory provides a basic outline of how some people learn, through categories of cognitive, psychomotor, or affective domains. Each relates specifically to individual student's learning styles.
Gardner- The theory of multiple intelligences relates to Bloom's theory in that it breaks up categories for certain types of learning, but breaks them down into 8 categories instead of 3. It ties into memory specifically by relating to different people's ways of memorizing. By analyzing the ways certain people learn in a classroom setting, we can attend to each individual learning style of the student.

Phase 2, Part 4 ~Collin Brown

Imagery and Memory- The easiest and most accessible form of memory. It is easiest to remember words when associated with an image. Mostly, we remember visuals of good or bad moments more than moments that had no effect on us. An example would be remembering that the use of ships were common in the War of 1812, so when you think of ships, you will most likely remember the war's details better by association.

Mnemonics- Help to remember order or long passages. It uses association of visual items with the thing you are supposed to memorize. By visualizing the object, the word will come by association. Also, these devices can be applied using sound associations. Creating a song to remember order of something is an example of a mnemonic.

Ways to Organize Information for Encoding:
Chunking- A way to recall information by grouping words into groups that make sense to us. this can also occur with numbers. Eats Cake Boy is less easily memorized than Boy Eats Cake.
Hierarchies- Association with an expertise in an area. People use concepts from this expertise in order to memorize by using the concepts that relate to the information. I could associate memorization with rankings of the best lacrosse teams in the nation. Comparing the best part of the data to the best team in the nation.

Memory Trace- Recalling information based on a cue that reawakens that certain information. Helps us retrieve information that lies in long term, sensory, or short term memory.

Iconic Memory- Instant photographic memory. Our eyes can take in detail from an image in very small amounts of time. We can produce this image in our minds with precise detail. The card memory game with flipping and matching cards. Our memories can remember where the matching card is from seeing it only for a second.

Echoic Memory- Instant sound memory. Works in the same way as iconic memory but with sounds that are heard instantly instead of pictures being seen. This form of memory is more unstable than iconic memory. Memorizing song lyrics or commercial jingles are forms of echoic memory.

Long Term Potentiation- Strengthening of potential neural firing by stimulating memory neurons. It results in less prompting to release a neurotransmitter and increased receptor sites. It helps for learning and remembering by association.

Amnesia- The inability to formulate new memories or have old ones. Can occur from brain damage. Some people with amnesia can learn certain special memory skills but have no recollection of having learned the skill. In the movie 50 First Dates, Drew Barrymore forgets the day before everyday after she has a vicious accident. When Adam Sandler goes to make to her, he sees that she has painted a lot of pictures of him but has no idea why she did it.

Phase 2, Part 2, Questions 4 and 10~Collin Brown

Question 4- I think both classical and operant conditioning play a role within Wilson. Classical conditioning can be seen when many bad grades are given to students, the teacher is often associated with being a bad teacher. Operant conditioning can be seen when students study harder, they receive better grades. Therefore, when they have a test, they will be conditioned to study harder so they receive a better grade.

Question 10- I play the game of lacrosse based on what I see at the highest level of play. If I see a good player doing something that works, I will use it. It applies psychologically in classical conditioning. I associate good players with knowing what they are doing because it got them to that point. In biology, my mind is processing a new move to use.

Phase 2, Part 1 ~Collin Brown

Primary Reinforcers- Primary Reinforcers are innately satisfying. They are basically things we need to survive. They can also be described as an unconscious need or relief of something bad. For example, relieving yourself in the bathroom, drinking, sleeping.

Conditioned Reinforcers- Conditioned Reinforcers are learned reinforcers that are associated with primary reinforcers. If getting milk and cookies is usually occurring right before sleep, the person need milk and cookies to go to sleep. The milk and cookies are the conditioned reinforcers.

Immediate Reinforcers- Immediate reinforcers provide the wanted result immediately after the performed action to get the reinforcement. For example, the loss of hunger after eating comes immediately after eating a lot.

Delayed Reinforcers- With Delayed Reinforcers, the wanted result comes later than the performed action. No learning may occur in non-humans because most animals do not have the patience to wait for the next reinforcer. Humans are only sometimes conditioned to delayed reinforcers. For example, a person will wait in a line at the amusement park to ride one ride. Waiting in line takes a long time, but the reinforcement is the ride.

Reinforcement Schedules:
Fixed-Ratio- Steady reinforcers that come after a set number of responses. For example, after hitting a button five times, a rat receives food.
Variable-Ratio- The reinforcers occur randomly after the responses. If Reinforcers go up, the responses go up. For example, entering a raffle is on a variable ratio schedule.
Fixed-interval- Reinforce the response after a set time period. The number of responses greatly increases as the reinforcement time gets close. The pay-stub at the end week makes workers work harder closer to when they are going to receive their pay-stub.
Variable-interval- Are reinforced after a random amount of time. Slow, steady responses occur because reinforcers can occur at any time.

Punishment- is the opposite of reinforcement. It decreases the amount of responses instead of increasing the amount of responses, or wanted behavior. There are drawbacks however, including doing the unwanted behavior where punishment is absent and increased aggressiveness and anger towards the punisher. Punishment includes putting a dog into a cage if he bites someone.

Cognitive Map- A cognitive map is developing and idea or representation of what someone is looking at or exploring. If a new student is in a school and is learning his/her way around, this is building a cognitive map.

Latent Learning- Someone being demonstrated as learning something with evidence only when a reward is present. Boy in a new school is told to find a certain room in order to win a prize. He will automatically recall his cognitive map better because he has a drive.

Intrinsic vs. Extrinsic motivation- Intrinsic motivation is wanting to do something for your own wants, such as pride, while extrinsic motivation is wanting to do something for rewards or to avoid punishment.

How does cognition impact operant conditioning?- The cognitive processes determine what we think, perceive, and expect to happen. This impacts operant conditioning by following the rules of conditioning. If we think something will provide reinforcement, we will do it, if not, we will not do it. The mental processes that determine what we do impact how we respond to conditioning.

Consider everything you know about the way memory workds in the human brain. How can you tap into that in order to contstruct your learnign strategy? Provide at least 5 different ways to use memory to create an effective learning strategy?

In order to construct our learning strategy, we have to consider how the brain receives and stores information in the most beneficial way.  Five different ways to use memory to create an effective learning strategy could include mnemonic devices, chunking, hierarchies, drawing or sketching,  and talking or discussing information in a group daily.
~~Amanda

How is the human mind faulty in remembering information?

The human mind is faulty in remembering information in a couple ways. First of all, our short term memories can only store seven items; therefore, we need to tap into the long term memo0ry in our learning strategy. In addition, at initial glance the sensory memory can only store information for a couple of seconds, so we need to make sure that the information can be stored longer through other senses. Finally, memory loss due to trauma makes the mind faulty; however, if we use examples that people can relate to their long-term memories instead of their short term memories there is a better chance that they will remember the information.

How can you use what you know about the history of psychology and the science behind psychology to create your learning strategy?

After researching Pavlov's conditioning experiments, I realized how much the experiments led us to find out how we learn. In addition, the science behind learning by conditioning shows that it is very effective. For instance, our memory systems have the ability to retain information that we find important. Since Pavlov included food, which causes more senses to be activated in the learning process, the experiments worked. In our final project, we can incorporate this by giving rewards for studying. Another way that we could incorporate this information into our final project would be to teach a definition by using a specific sound, smell, or feeling.

Why does everything covered in chapters 8, 9, and 10 fall under the field of psychology?

In chapter 8, the chapter of learning, the main component is how the brain can remember, learn, and become conditioned to certain behaviors and information.  The cognitive processes can be studied of how reinforcements and punishments can affect the brain.  Also, in rats and mazes, experiments show the cognitive processes and how the rats developed cognitive maps of the maze.  In chapter 9, the chapter regarding memory, the chapter studies how we receive, encode, process, and store the information through sensory memory, short-term memory, and long-term memory.  All of these processes easily can be part of cognitive psychology since cognitive psychology itself is the study of how we encode, process, store, and retrieve information.  Finally, cognitive psychology is a major part of chapter 10 as the chapter deals with thinking and language.  Thinking is also known as cognition and is the mental activities associated with understanding and remembering.  Cognitive psychologists study the mental activities involved in thinking.
~~Amanda 

Phase 2, Part 5

Computer neural networks:  Computer neural networks are computer systems in artificial intelligence designed to mimic the interconnected neural units of the brain.  There are thousands of connections that receive excitatory and inhibitory  messages.  The computer neural networks are also designed to gain strength with experience.  An example of computer neural networks could be social robots.  There are also neural connections in viral recognition for computers. 

Language:  Language is the human capacity for a way to communicate through spoken, written or signed words to combine them as we think. There are several different languages around the world.  Some examples are Spanish, Chinese, French, Latin, Arabic, and sign language.  All different languages combine to form different sentences and meanings.

Phonemes:  Phonemes are an essential set of basic sounds.  They are a small segments of sounds to form meaningful words from sounds. For example in the words kit and skill the phoneme is the "k" sound in the word.

Morpheme:  A morpheme is the smallest unit of language that carries meaning.  Morphemes are usually a combination of tow or more phonemes.  However the words "I" and "a" are morphemes as well as phonemes.  The word "unbreakable" contains three morphemes: "un," "break," and "-able."

Grammar:  Grammar is a system of rules that allows us to communicate.  It is the composition of sentences, phrases, and words under the rules of semantics and syntax.  Some grammar parts are the usages of commas and the structure of sentences with nouns, verbs, and adjectives.

Semantics:  Semantics are a set of rules we use to derive meaning and relationships from morphemes, words, and sentences.  There are denotations (direct meanings) and connotations (implied meanings).  For example the phrase "Raining cats and dogs" can have two meanings derived from semantics.
~~ Amanda

How do the history of psychology and applying science to Psychoogy fit into our midterm project?

The history of psychology and applying science to psychology fits into our midterm project because we want to find out how our brains can learn the best without using rote memorization.  For example, to learn, we need to know if ideas are inborn or we learn through experiences.  This is the common nature vs. nurture debate discussed in the history of psychology.  If some ideas are inborn, than it is easier to learn than having a blank slate.  Another example is that the science behind psychology, neuroscience and biology can help tell us how our brain works and processes memory.  How does the brain store information and communicate it to the rest of the body.  Also this can be studied through the cognitive psychology perspective of how the brain encodes, receives and stores information.  If we know exactly how the brain stores information the most, then we can try to come up with a learning strategy that will easily take the information to the part of the brain that stores information.
~~Amanda