Neuroscience Quiz 1

During the initial stages of learning, the links between neurons are weak. This is referred to as the ______________ stage of learning.

• link it

• learn it

• feel it

• see it

Answer explanation

In the panel illustration, the "learn it" phase is shown in the left two panels, which show the neurons beginning the process of building a set of links together.

An average working memory can hold up to ____________ “balls” of information before ideas begin slipping from mind.

• two

• four

• six

• eight

Answer explanation

On average, we can hold four “balls” or pieces of information. These “balls” consist of concepts we’ve knitted together into cohesive groups of information. For example, we can think of the numbers 9 and 7 as separate numbers, or as a group of the single number “97.” In other words, if we knit information together as groups, we can hold even larger pieces of information (for example, 97 25 32 44) as a group of four pieces of information.

Students will often place information in _____________ and mistakenly believe it has been saved into their ___________________.

• long-term memory, short-term memory

• working memory, long-term memory

• working memory, distant memory

• long-term memory, working memory

Answer explanation

It’s all too easy to be fooled by what’s sitting right there in working memory—as long as you’re looking right at it ;)

Retrieval practice is a form of ______________ testing.

• low stakes

• high stakes

• summative

• working memory

Answer explanation

When a student simply retrieves the information, perhaps by checking whether they get the right answer from a flashcard, or by covering up a section of their notes and seeing if they can retrieve, or recall, the key idea, they are testing themselves in a "low stakes" manner--in other words, it doesn't hurt them if they test themselves and find they're wrong! Sometimes, the phrase "no stakes" testing is used--this means much the same thing--the student isn't penalized by discovering their error.

The strengthening of connections between links as a student practices is known as ________________.

• deep learning

• strength learning

• new learning

• Hebbian learning

Answer explanation

"Whenever your students learn something new, they are making new connections between small sets of neurons in long-term memory in their brains—that’s the storage place for ideas, concepts, and mental techniques they have learned. Making links like this is called 'Hebbian learning'.”

Scaffolding is at the heart of ____________________.

• multitasking

• retrieval practice

• consolidation

• differentiation

Answer explanation

Scaffolding is what can help hiker learners do as well as—or even better than—race car learners!

Hiker students with lower capacity working memory can be more creative and find more elegant solutions to problems than higher capacity “race car” students.

• True

• False

Answer explanation

Hikers often have to work with sets of links they’ve stored in long-term memory, because they can’t hold a lot in working memory. But putting the links in long-term memory can allow them to simplify those links, so they can more easily see creative breakthroughs that race cars miss.

Both smaller and larger capacity working memories have their advantages and disadvantages.

• True

• False

Answer explanation

Race car learners may learn more quickly, but they can tend to jump to conclusions, and when they are wrong, they can find it difficult to correct their thinking. Hiker learners, on the other hand, may learn more slowly, but they can delve into and find errors that the race cars overlooked. Hikers can also find elegant solutions that the race car thinkers miss. Do hikers have to work harder to get the solution or concept? Yes, but in many ways, this can allow them to understand the solution or concept more deeply.

“Hiker” students with lower capacity working memory may learn more slowly, but they can learn even better than race-car learners who learn more quickly. To do this, they need more practice with the material.

• True

• False

Answer explanation

It can take longer, and more repetition for a “hiker” type learner, with lower capacity working memory, to understand a concept. But this in-depth exploration during learning can help the hiker understand the concept even more deeply.

Students learning new, unfamiliar information benefit from teacher-directed approaches.  As students gain fluency, instruction can move to more student-directed approaches.

• True

• False

Answer explanation

Learners with lower capacity working memories can especially benefit from teacher-directed approaches to help get them out of the starting gate of learning. Once they've got the fundamentals in mind, they can begin to start working more independently.