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contains the nerves, which leave the brain and the spinal cord and travel to certain areas of the body

the part of the peripheral nervous system that handles voluntary control of body movements.connects external sensory organs through the brai

controls the connections between the brain, spinal cord and organs/glands

controls the connections between the brain, spinal cord and organs/glands

responsible for the response commonly referred to as "fight or flight,"

referred to as "rest and digest

a long arm like structure that transmits information to additional neurons

part of neurons, receive messages from other neurons; branchlike structures

white, fatty substance, covers axon

 Chemicals that travel across the synapse and stimulate the dendrites or soma of the receiving neuron

• Acetylcholine: learning & memory • Dopamine: learning. Attention •Glutamate: memory

survival functions such as breathing, heartbeat, swallowing

complex motor skills, nonverbal memory

attention and consciousness

memory, attention, and learning

regulation of body functions, reward center

the “switchboard”; distributes information to different parts of the brain

visual processing

complex human processes (planning, self-regulation, problem solving

auditory processing

somatosensory, attention, spatial skills

rapid rate of synapse formation ¤Auditory cortex, then visual, then frontal lobes

neurons take on specific roles

relevant synaptic connections are sustained, unused ones are eliminated; Pruning continues into late adolescence (late teens)

coating of the axons that enhances brain functioning; Myelination continues into the 20s and 30s

o Distortion of scientific facts o Offspring of scientific hypothesis o Misinterpretation of experimental results Communication Shortcomings

 Increase brain imaging technology mass media-thirst for neuroscience

• Only seeking out information that supports what we believe

Anecdotes /experience vs. data

oSensory oShort-term oLong-term

decay, interference, failure to retrieve, encoding failure

confusing many things that might be similar

failure to loof for the right infor in long term memory

never really stored it appropriate, due to lack of attention, motivation

self quizzing

study material-->studygap--> restudy material-->test delay-->test

practice testing, distributed practice

o conditions that make learning slower and more effortful enhance later retention (that is, things that sometimes take more working memory

we tend to avoid difficulties

o Distracted driving; most people think they can drive good while on the phone

monitoring and control of thought

Goal setting.Planning.Self-motivation.Attentional control.Use of effective strategieSelf-monitoring.Appropriate help-seeking.Self-evalua

o Understanding of one’s own mental beliefs and states and how they might differ from others

senstive to critism

understand knowledge->memory capabilities->effective using memory->comprehensionmonitoring

self-regulation

o Although all 3 patients were of high intelligence, none of them could organize their behavior sufficiently well to complete this assignmen

interference control

refreshing what in short-term memory

Self-Regulation;School Readiness;social Competencies: Positive relationship with teachers and peers Attention-related skills predict academi

 Seeing intellectual ability as something that can be grown or developed over time

 Attributes successes to ability  Attributes failures to lack of ability

 Attributes successes to effort  Attributes failures to lack of effort

•Mastery Experience: •Vicarious Experience• Social Persuasion•Physiological States

the situation

its ones general disposition

told its normal to feel anxious; arousal doesnt hurt performance;

improvement only in math might be due to its link to ef