Lecture Notes on Brain Science, Development & Learning

Flashcards for vocabulary terms related to brain function, cognitive development, and learning methods.

Multitasking and Cramming Myth

The myth that handling multiple tasks simultaneously or reviewing all study material right before an exam are effective strategies for productivity or academic success.

Multitasking Neuroscience

Our brains are not built to handle multiple tasks simultaneously, leading to reduced efficiency and increased errors.

Cramming Neuroscience

Overloads the brain with information in a short time, preventing long-term retention and deep understanding.

Neuroplasticity

The brain's ability to reorganize itself and adapt in response to experiences.

The Myth of Normal Neuroscience

Variations in individuals' backgrounds, experiences, opportunities, and perspectives influence how the brain functions and shape cognitive processes.

A Leopard Can Not Change its Spots Myth

The belief that our brains are rigid and fixed when we age.

A Leopard Can Not Change its Spots Neuroscience

Our brains can change and adapt throughout our lives in response to learning, experience, and environmental factors.

The Brain as a Computer Myth

The belief that the brain functions like a machine, systematically processing information linearly and logically.

The Brain as a Computer Neuroscience

The brain is a complex and adaptable organ, shaped by emotions, experiences, and the dynamic connections between neurons; cognition extends beyond the brain.

Trust vs. Mistrust

From birth to 12 months, babies need love, care, food, comfort, and a safe environment.

Sensorimotor Stage

Ages birth to 2 is when babies learn through movement and senses and begin to understand object permanence.

Autonomy vs. Shame and Doubt

Ages 1 to 3 is the 'me do' stage, when toddlers want independence and try to do things like dressing and feeding themselves.

Preoperational Stage

Ages 2 to 7 is marked by pretend play, growing language, and symbolic thinking.

Initiative vs. Guilt

Ages 3 to 6 is a time of exploration, when children try new things on their own and ask many questions.

Concrete Operational Stage

Ages 7 to 11 are a time of logical thinking, where kids learn best with hands-on activities.

Industry vs. Inferiority

Ages 6 to 12 is a stage of growing curiosity and focus on school.

Formal Operational Stage

Ages 12 and up is when teens develop advanced thinking and problem-solving skills.

Identity vs. Role Confusion

Ages 12 to 19 is when teens shape their identity, care about peers' opinions and social role models.

Infant-Toddler Developmental Stage

Toddlers gain coordination and motor skills for actions like running and jumping; children learn through movement and senses.

Preschool (Ages 3 to 4) Developmental Stage

Children at this stage can hop, dress themselves, hold a pencil, and pedal; they begin using words and images to represent objects.

Kindergarten-1st Grade (Ages 5 to 6) Developmental Stage

Students can hold books properly, use safety scissors, print letters and numbers, and speak clearly.

Elementary (Ages 7 to 11) Developmental Stage

Thinking becomes more logical and organized; students use inductive reasoning.

Adolescence (Ages 12 to 17) Developmental Stage

Adolescence brings puberty, causing rapid growth, brain changes, mood swings, body image concerns, and risk-taking.

Behaviorism

Teacher directed, basic skills and mastery, conditioned behavior

Cognitivism

Memory, comprehension, thinking processes

Constructivism

Student centered, interactive learning, building from personal experience

Cerebrum

Thinking, reasoning, processing information, problem-solving, learning new skills, higher-level thinking

Limbic System

Memory formation and decision-making, processing emotions

Prefrontal Cortex

Planning, organizing, and prioritizing tasks, decision-making, impulse control, and emotional regulation

Cerebellum

Balance and coordination, motor control

Brain Stem

Control of body functions

Encoding

The initial stage of information processing in which sensory input is converted into a format that the brain can store and utilize.

Storage

Refers to the process of storing encoded information for an extended period.

Retrieval

The ability to retrieve previously stored information from memory when it is required.

Feedback

Delivers feedback on performance that helps guide future actions and improve learning strategies.

Metacognition

The ability to recognize and understand one's own thinking processes in order to monitor and regulate learning effectively.

Executive Function

A set of cognitive skills that enable individuals to effectively plan, concentrate, and retain instructions.

Retrieval practice

Remembering information from memory, such as answering questions or completing quizzes, which strengthens long-term retention.

Spacing

Studying in a spaced-out time instead of cramming all at once to better understand and remember the information

Interleaving

Switching between different topics when studying, which enhances learning by promoting deeper understanding and transfer of knowledge.

Feedback-driven Metacognition

Using feedback to reflect on, regulate one's own learning strategies and understanding.

Desirable difficulty

Introducing challenges or obstacles during learning to cultivate resilience and enhance overall.