PSYCH DAY 1: Neuroplasticity and Learning Strategies

Vocabulary flashcards covering key concepts and terms from the lecture notes on neuroplasticity and evidence-based learning strategies.

Neuroplasticity

The brain’s ability to change its structure and function by strengthening or reorganizing connections between neurons in response to learning and experience (neuron numbers don’t routinely grow back).

Synaptic strength

The efficiency of connections between neurons; learning strengthens these connections rather than creating new neurons.

Neurons

Nerve cells that transmit information; learning changes activity patterns and their connections.

fMRI (Functional Magnetic Resonance Imaging)

An imaging method that measures brain activity indirectly by detecting changes in blood flow related to neural activity.

Hemodynamics

The brain’s blood flow response to neural activity, used to infer which regions are active.

Oxygenated blood flow

Increased delivery of oxygen-rich blood to active brain regions during learning or task performance.

Study (in the experiment described)

Reading word pairs without an immediate retrieval test; used to encode information.

Self-testing

Retrieving information from memory after studying to strengthen retrieval pathways.

Practice testing

Retrieving information during study to enhance long-term retention by reinforcing memory pathways.

Distributed practice

Spreading study sessions over time rather than cramming to create durable learning.

Interleaving

Mixing different topics or types of problems within a study session.

Elaborative interrogation

Asking explanatory questions (e.g., why/how) about material to deepen understanding.

Self-explanation

Explaining to yourself how new information fits with what you already know; connecting steps and concepts.

Summarizing

Condensing material into a shorter form to capture main ideas (effective with processing).

Mental imagery

Forming vivid mental pictures to encode information; has limited long-term benefit.

Mnemonics

Memory aids (acronyms, rhymes) used to encode information for easier recall.

Massed practice

Cramming sessions; may yield short-term gains but poor long-term retention.

Proactive interference

Older information interfering with learning or recalling newer information.

Retroactive interference

New information interfering with recall of previously learned material.

Abstract transfer

Applying learned knowledge to new, abstract contexts; requires integration and self-explanation.

Concrete transfer

Applying knowledge to familiar, concrete situations.

Encoding

The process of putting information into memory.

Retrieval

The process of recalling information from memory; retrieval practice strengthens memory.

Active engagement

actively interacting with material (asking questions, testing, explaining) rather than passively reading.

Cognitive batteries

Standardized sets of cognitive tests used to assess abilities like memory and learning.

Study groups (SGLs)

Structured study groups led by study group leaders to practice retrieval and discussion.