How To Grow Your Brain

How To Grow Your Brain

Sal Khan [ Neurogenesis ] We know that our brain is what makes us us. It’s what does all of our thinking. It’s what processes all of the sensory input from the outside world and creates this reality in our brain that we experience. It is us. The question is: what is the brain actually made up of? It’s primarily made up of

Forgetting Forgetting

Forgetting Forgetting

Henry Roediger [ Neurogenesis ] points out that Psychologists have been studying learning and memory with experimental methods for roughly 130 years — since Hermann Ebbinghaus compiled his Curve of Forgetting experiments. What changes have been translated from Basic Research into widespread educational applications? What difference has all this research made for the average 4th grader? None. Nothing at all has changed in

Brain Anatomy 101

Brain Anatomy 101

Dr. John Campbell [ Neurogenesis ] Basically the brain is in three areas. The brain stem, the cerebellum and the cerebrum. The brain stem controls autonomic functions such as blood pressure, cardiac activity and respiration. The cerebellum controls automatic learned functions such as writing, walking and riding a bike. The cerebrum is the upper part of the brain and makes up the cerebral

Working Memory

Working Memory

Peter Doolittle [ Neurogenesis ] So yesterday, I was out in the street in front of this building, and I was walking down the sidewalk, and I had company, several of us, and we were all abiding by the rules of walking down sidewalks. We’re not talking each other. We’re facing forward. We’re moving. When the person in front of me slows down.

Fictional Memory

Fictional Memory

Elizabeth Loftus [ Bias Networks ] I’d like to tell you about a legal case that I worked on involving a man named Steve Titus. Titus was a restaurant manager. He was 31 years old, he lived in Seattle, Washington, he was engaged to Gretchen, about to be married, she was the love of his life. And one night, the couple went out

Successive Relearning

Successive Relearning

 Katherine Rawson [ Neurogenesis ] I have two basic points I’d like to talk about today. The first concerns why it’s important to make sure that students are well equipped to effectively regulate their own learning outside of the class and the second point — the one I’ll be focusing on primarily — is that Successive Relearning arguably is the most important

Neuroplasticity

Neuroplasticity

Barbara Arrowsmith Young [ Neurogenesis ] I want to share a little secret, which I hope will not be a secret by the end of the talk. I am truly, madly, deeply passionate about the human brain. Science has taught us that our brain shapes us, that it makes us uniquely who we are. And if we think about our brain, it has