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    Learning like a

    Boss

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    Learning happens in the brain

    (along with other things)

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    Learning happens in the brain

    (along with other things) These are PET (positron emission scans)

    How it works:

    1.Radioactive particle similar to glucose is introduced into thebody via injection into bloodstream.

    2.Particle is uptaken into areas of the brain where glucose is

    used.

    3.Patient is put into machine that picks up on radioactiveemissions.

    4. Areas that light up indicate glucose use, meaning that

    activity is happening in that part of the brain.

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    PET scanner

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    Brain activity happens with

    neurons (brain cells)

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    Brain activity happens with

    neurons (brain cells) Neurons are connected in a network

    Neurons, like all other living things, need a source of energy (they happen to

    use glucose)

    Lights on the PET scan mean neurons in that area are being activated Neuronal networks are like networks of phone operators connected by

    telephone lines

    Multiple neurons may provide input into one neuron (at they same time they

    are giving inputs to other neurons as well)

    The combination of these inputs determines what action that one neuron does

    to the other neurons it is connected to

    In terms of telephones, think of different people giving intel to one person

    because some type of emergency is going on. Based on this information, this

    one person then decides what to say to Bob, who gets calls from other people.

    Based on this information Bob decides what to say to another person on the

    telephone(and so on and so on)

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    Single neuron

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    Single neuron

    Single neuron=one operator

    The dendrites receive electrical impulses from

    other neurons

    The neuron gets all the information and decides

    whether or not to fire an electrical signal of its

    own

    The neurons electrical signal travels down the

    axon and goes to other neurons through the

    terminal buttons.

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    Synaptic gap (synapse): where

    neurons communicate

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    Synaptic gap (synapse): where

    neurons communicate Neurons communicate via electrical signals and chemicals

    When information is travelling in the neuron it is in the

    electrical form When information is crossing the gap (synapse) between

    one neuron and another, information travels chemically

    (the chemicals are called neurotransmitters)

    Information is continuously translated between chemicaland electrical forms

    With telephones, sound waves from talking is translated to

    an electrical form to travel across wires. When the

    electrical signal reaches another telephone, the signal is

    converted back into sound waves.

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    Changes in synapse source of

    learning (in theory)

    Initial Exposure

    After Repetition

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    Changes in synapse source of

    learning (in theory) When learning connections between neurons are

    strengthened with possibly:

    1.More dendritic connections2.Increase in postsynaptic receptors

    3.Change in molecules in synapse

    4.Change in amount of neurotransmitter (chemical

    messenger) released These strengthened connections are what are believed to

    store learning

    Need to study and review material to strengthen synaptic

    connections

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    Brain VideoC

    lip http://www.youtube.com/watch?v=gLxU80

    ge7vg

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    Types of Intelligence* Crystallized Intelligence: learning from past

    experiences and learning, based on facts and

    rooted in experience (e.g. learned strategies,content knowledge, etc.)

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    Crystallized Intelligence

    1.Crystallized Intelligence:

    Increases as you get older because you acquire

    more experiences as you get older

    Includes learned strategies and content knowledge

    By learned strategies, I mean learned procedures

    that are helpful in solving a problem

    * There are many different classifications of

    intelligence. This is one of the more popular

    systems.

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    Types of Intelligence Fluid Intelligence: individuals innate

    ability to carry out higher-level cognitive

    operations, thought to be independent ofexperience (e.g. inductive/deductive

    reasoning, analysis, etc)

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    Fluid Intelligence. Fluid Intelligence:

    Peaks in young adulthood and then steadily

    declines

    Different people have a maximum attainable

    fluid intelligence rating

    This maximum rating is independent of

    experience, but cognitive training exercises

    can help people achieve their maximum

    potential

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    Crystallized Intelligence

    (learning)1.Crystallized Intelligence:

    For general crystallized intelligence read or watch videos

    from a variety of different subjects For crystallized intelligence required for this class, read and

    memorize the important points on my powerpoints (can also

    rewrite notes, use flashcards)

    Furthermore, be sure to make important CONNECTIONS

    between the important points (Your knowledge shouldnt be

    a random set of facts but a set of facts organized by

    important principles, explained more later)

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    Stronger synaptic connections

    (learning) with brain use Fluid Intelligence:

    If this happens I aint

    doing my job.

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    Effort versus Ability http://www.youtube.com/watch?v=pF5yB3

    1IT5Y

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    Effort versus ability Research has shown that people that

    believe that it takes hard work to learn

    things do better in school than students thatbelieve that only smart people can learn

    things.

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    Lifestyle choices affecting

    learning: exercise In a new review article highlighting the

    results of more than a hundred recent

    human and animal studies on this topic,Michelle W. Voss, of the University of

    Illinois at Urbana-Champaign, and her

    colleagues show that both aerobic exerciseand strength training play a vital role in

    maintaining brain and cognitive health

    throughout life.

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    Lifestyle choices affecting

    learning: exercise Exercise makes a difference in learning, but not as big a difference for

    younger people as for older people.

    Nevertheless, exercise seems to benefit all aspects of general health.

    The healthier you are, the less thing you have weighing down on yourcognitive functioning and hence the better you learn.

    It is still not known for sure how exercise increases brain health but

    there are many theories:

    1. Exercise increases the flow of blood to your brain, meaning that the

    neurons in the brain receive more Oxygen and nutrients.2. Neurogenesis: birth of new neuronal cells??? (Big because for years it

    was believed number of neurons in adult brain was fixed)

    3. Increase in chemical called BDNF which promotes neurogenesis and

    protects against cell death

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    Lifestyle choices affecting

    learning: exercise The most persuasive evidence of enhanced

    learning through exercise can be found in

    the transformation of a school district inChicago that has implemented daily

    exercise programs in its curriculum.

    (on ABC World News)

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    Lifestyle choices affecting

    learning: exercise In fact, at Naperville, whenever the math

    teacher senses his students are zoning out,

    he gives them a "brain break," a short burstof physical activity.

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    Lifestyle choices affecting

    learning: sleep Sleep deprivation increases the number of

    errors in working memory tasks

    Working memory is responsible to holdinformation temporarily while it is used in

    cognitive tasks

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    Working Memory Working memory is what is used to process and

    retain novel information

    Thought to be able to hold an average of 7 +/- 2objects (about the length of a telephone number)

    Only some of the information in working

    memory is sent to long term memory, usually the

    information that is seen repeatedly, used often, or

    is considered very important by the individual

    (this is called storage)

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    Lifestyle choices affecting

    learning: sleep Studies have shown that sleep is important

    in the creation oflong term memories

    through memory consolidation

    Long term memory is a system for

    permanently storing, managing, and

    retrieving information for later use

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    More about sleep and memory The REM (rapid eye movement) stage of sleep was found to be particularly important

    in long term memory consolidation for declarative memory

    Declarative memory is memory of things that can be declared (e.g. names, events,

    words)

    Long term memory is retrieved from storage to help give meaning to anything a person

    may be dealing with (e.g. when a person sees a spoon, that spoon is automatically paired

    with its verbal name, use, and maybe personal events related to the spoon. All this

    information comes from long term memory.)

    Unlike short term memory, long term memory can store unlimited amounts of

    information

    Other possible functions of sleep:

    1. Energy conservation

    2. Random firing of neurons, dreaming is way for brain to make sense of them

    3. Helps in the creation of secondary consciousness (i.e. knowing that you are you)

    Think of sleep as save checkpoints. Use them to your advantage!

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    Lifestyle choices affecting

    learning: diet Eat breakfast/lunch/snack!

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    Lifestyle choices affecting

    learning: diet Complex carbohydrates are especially important for energy (i.e.

    legumes, vegetables, breads, pasta and cereals)

    Study done with energy drinks showing that energy drinks improved

    performance on cognitive tasks This study is consistent with the idea that the brain needs to be

    supplied with an appropriate amount of glucose

    Neurons cannot store glucose and so they rely on glucose in the

    bloodstream

    http://www.fi.edu/learn/brain/carbs.html (studies done on rats):

    contents and timing of meals may need to be coordinated to have the

    most beneficial cognitive effects that enhance learning.

    Low blood glucose levels can lead to a significant deterioration in

    attention abilities

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    Studying

    Strategies: pace

    Study in chunks. According to Dartmouth

    University, students should study in 20-50

    minute intervals followed by 10 minutebreaks.

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    Studying

    Strategies: pace

    Studying in chunks keeps mind fresh

    Gives the brain a chance to correctly

    process the information given

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    Studying Strategies: Make

    information relevant Science, as with anything based on logic,

    should be consistent

    Make sure things youre learning are

    consistent with your previous knowledge

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    Studying Strategies: Make

    information relevant Relating the material to previously learned

    material helps you remember it better. This

    is because you are not simply memorizingthe material on its own but are actually

    building up from things you already know.

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    Studying Strategies: Make

    information relevant

    Fatty foods

    Heart

    Disease

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    Studying Strategies: Make

    information relevant Hebbian theory: cells that fire together,

    wire together

    Learn that fatty foods helps cause heart

    disease by continuously relating the two

    together, thereby strengthening their

    connection

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    Studying Strategies: Make

    information relevantFatty foods

    Heart

    Disease

    Clogged

    Arteries

    1

    2

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    Studying Strategies: Make

    information relevant Its not for sure known how exactly the wiring in the brain for associations

    works

    The main point is that by learning how different concepts relate to each other,

    you provide yourself more ways to remember that the concepts relate to each

    other and hence strengthens your memory of their relationship.

    You can also remember that fatty foods causes heart disease by remembering

    that fatty foods cause clogged arteries leading to heart disease. This gives you

    two ways to remember the relation between fatty foods and heart disease.

    For example you can memorize that 2x3=6. You can also think that

    2x3=2+2+2=6. This additional connection will help you remember that 2x3=6if you forget the memorized answer.

    For this class just remember that everything you learn should fit into one

    whole framework. If something you learn seems to be contradicted by

    something you learned earlier, find out if this is really the case. Relating the

    material like this will greatly increase you understanding and memory of it.

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    Studying Strategies: Make

    information relevant Another way of saying this is to organize

    your knowledge. Organizing your

    knowledge makes it a lost easier to access.

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    Studying Strategies: Make

    information relevant Lets say a book comes into a library (your

    memory). If you dont properly label the book,

    chances are youre going to lose it. In the sameway, if you dont properly organize your memory

    chances are that you will lose it.

    This is why lots of people struggle in math. They

    may see math as random numbers and procedureswith no connection, and so knowledge gets lost.

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    Studying Strategies: Make

    information relevant Example: Take one minute and memorize

    the following numbers:

    149162536496481

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    Studying Strategies: Make

    information relevant If you figured out how to organize these

    numbers, this may have not been that hard

    of a task (Hint: think squares of numbers)

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    Studying Strategies: distributing

    study lessons Dont cram before the test! Space the

    studying (Boxer analogy)

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    Studying Strategies: distributing

    study lessons Part of the reason for spacing is to use sleep as save checkpoints

    http://www.scientificamerican.com/article.cfm?id=experts-short-term-

    memory-to-long-term

    Another reason is that for most people proper encoding and retrieval ofinformation takes time to achieve.

    Cramming for a test is like a boxer cramming training before a fight. The

    muscles (brain) needs time to configure itself.

    What psychologists say:

    1) Spacing may allow you to relate the material to more environmental cues,

    which gives you more ways to retrieve the material.

    2) The process of learning, forgetting, and relearning is very effective in terms of

    getting information into long term memory

    3) Cramming can be good for some people to pass tests, but cramming is not

    very effective for storing information into long term memory.

    4) Regardless of the reason, spaced studying has been shown in experiments toresult in better performance than cramming.

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    Studying Strategies: distributing

    study lessons One possible spacing:

    1) Review material right after class (priority

    is to understand it, form properassociations,

    encode to long term memory)

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    Studying Strategies: distributing

    study lessons Encoding means actually receiving and

    processing the information. Many times this

    takes conscious effort (i.e. you have to beawake and paying attention).

    The amount of time encoding takes varies

    by the person. Some people understand aconcept when it is explained in class. Others

    have to go home and review it.

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    Studying Strategies: distributing

    study lessons2) Right after encoding you can then try to

    store information in long term memory

    through repetition

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    Retrieval

    Retrieval is the calling back of stored information in

    response to some cue.

    The number of retrieval practice sessions necessary for a

    good grade varies by the person. For some one practice

    session is enough. Others need a few more.

    When practicing retrieval, its important not to have a

    cheat sheet in front of you. Retrieval is only truly practiced

    when you are relying only one your brain to recallsomething and are not glancing at the book, notes, or cheat

    sheet.

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    Studying strategies: distributing

    study lessons Find your own optimal study routine! In

    other words, find out how much time you

    need forencoding, storage, and retrieval.Your test results will help tell you if youve

    found your system.

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    Studying strategies: distributing

    study lessons A good indicator of if youve studied enough before a test

    is how good you are at retrieval of the things being tested.

    Remember the tests do not always test for only

    memorization. Many exams, especially those you see in

    college, will require fluid intelligence (application of the

    things you memorized to new situations).

    I will give you questions in class and for homework to

    help practice fluid intelligence.

    Developing your study routine is like developing your

    character strategy in a role playing game. You have to

    know your capabilities and limits and take them into

    account when formulating your study plan.

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    Studying Strategies: Memorizing

    Techniques Proper technique in memorization is important! If youre trying hard, but are

    just processing information at a very low level, then you probably wont

    memorize what youre trying to memorize.

    Saying the definition over and over again is an example of low level

    processing.

    Connecting words because they sound about the same is an example of

    medium level processing

    Forming any type of connections to other knowledge is an example of higher

    level processing. This is why, in class, after teaching you some facts I will try

    and always ask a question that requires you to apply the concept. Learning facts is like doing layup and shooting drills in basketball. In

    basketball you know youve mastered the drills when you can perform them in

    game. In the same way, you know youve mastered the facts when you can

    apply them to solve real world questions.

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    Studying Strategies: Memorizing

    Techniques Step 1: Understand the definition. Its a lot

    harder to memorize something you

    completely dont understand. If you dontknow what algae or cyanobacteria are,

    google them to get a quick idea.

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    Studying Strategies: Memorizing

    Techniques Step 2: Try to find some connection

    between how chlorophyll sounds and the

    definition. Chlorophyll ends with fill.Plants are filled with this green pigment.

    The idea is that you see the definition,

    which kinda says that plants are filledwith the stuff. Hopefully fill will then

    remind you of phyll which then reminds

    you of chlorophyll.

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    Studying Strategies: Memorizing

    Techniques Step 2: This is more of a medium

    processing approach.

    When you start to get a feel for the word

    start using high processing (make

    connections).

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    Studying Strategies: Memorizing

    Techniques With time and use, the word chlorophyll

    should be stored in your long term memory.

    At this point, you may not need to rely asmuch on remembering that plants are

    filled with the pigment to remember

    chlorophyll.

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    Studying Strategies: Memorizing

    Techniques Example #2: How would you try and

    memorize the following?:

    Kingdom, phylum, class, order, family,

    genus, and species

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    Studying Strategies: Memorizing

    Techniques Example Sentence: King Phillip crossed

    the ocean to find gold and silver.

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    Studying Strategies: Memorizing

    Techniques Step 1: Come up with a sentence that uses

    words that start with the same letters the

    words in the list start with.

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    Studying Strategies: Memorizing

    Techniques Step 2: Memorize the sentence. Use the

    sentence to remember the first letter of each

    word of the list to help you remember eachword in the list.

    (This approach is also more medium

    processing based)

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    Studying Strategies: Memorizing

    Techniques With time and use the list should be stored

    in your long term memory.

    Assuming you forget the list from not using

    it, it should at least be easier to remember if

    you ever have to learn it again in the future

    (Research seems to support this, can checkout link on next slide)

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    Relearning

    http://www.labspaces.net/93196/Forgotten_but_no

    t_gone____how_the_brain_takes_care_of_things

    It basically says that many of the changes thatoccur to the brain during learning stays even after

    forgetting. Relearning is easier because the brain

    just has to reactivate these pathways, not create

    new ones.

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