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Name: Nurul Afiqah Binti Azman
Matric Number: 194327
Course: Bac.Major Physic

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The human brain is the command center for the human nervous system. It receives input from the sensory organs and sends output to the muscles. The human brain has the same basic structure as other mammal brains, but is larger in relation to body size than any other brains.

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Human Brain: Major Structures and their Functions

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Map of the human brain: A region-by-region exploration of how the brain works - Its functions and symptoms of damage

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by Judy Willis M.D., M.Ed., radteach.com

As education continues to evolve, adding in new trends, technologies, standards, and 21st century thinking habits, there is one constant that doesn't change.

The human brain.

But neuroscience isn't exactly accessible to most educators, rarely published, and when it is, it's often full of odd phrasing and intimidating jargon. Worse, there seems to be a disconnect between the dry science of neurology, and the need teachers have for relevant tools, resources, and strategies in the classroom. In regards to the disconnect, we'll continue to strive to create content that is both expert and accessible, as The Simple Things I Do To Promote Brain-Based Learning In My Classroom

As for the jargon, Judy Willis, teacher, neuroscientist, and consultant has put together an A-Z glossary of relevant neuroscience terms for teachers and administrators to help clarify the jargon. Willis' writing has been published on edutopia, TeachThought, and Psychology Today, among other sites, and her work in this field has been especially relevant at a time of such great change in education.

The best approach with a list like this is to bookmark and share the page, and comeback to it intermittently. We'll also add it as its own page later this week.

Baby steps.
41 Neuroscience Terms Every Teacher Should Know Affective filter
The affective filter an emotional state of stress in children during which they are not responsive to processing, learning, and storing new information. This affective (emotional) filter is in the amygdala, which becomes hyperactive during periods of high stress. In this hyperstimulated state, new information does not pass through the amygdala to reach the higher thinking centers of the brain.
Amygdala
Part of the limbic system in the temporal lobe. The amygdala was first believed to function as a brain center for responding only to anxiety and fear. When the amygdala senses a threat, it becomes overactivated (high metabolic activity as seen by greatly increased radioactive glucose and oxygen use in the amygdala region on PET and fMRI scans). These neuroimaging findings show that when children feel helpless and anxious. When the amygdala is in a state of stress, fear, or anxiety-induced overactivation, new information coming through the sensory intake areas of the brain cannot pass through the amygdala's affective filter to gain access to the memory circuits.
Axon
This is the tiny fibrous extension of the neuron away from the cell body to other target cells (neurons, muscles, glands).
Brain mapping
Using electrographic (EEG) response over time, brain mapping measures electrical activity representing brain activation along neural pathways. This technique allows scientists to track which parts of the brain are active when a person is processing information at various stages of information intake, patterning, storing, and retrieval. The levels of activation in particular brain regions are associated with the intensity of information processing.
Central Nervous System
This is the portion of the nervous system comprised of the spinal cord and brain.
Cerebellum
This is a large cauliflower-looking structure on the top of the brainstem. This structure is very important in motor movement and motor-vestibular memory and learning.
Cerebral Cortex
This is the outer most layer of the cerebral hemispheres of the brain. The cortex mediates all conscious activity including planning, problem solving, language, and speech. It is also involved in perception and voluntary motor activity.
Cognition
This refers to the mental process by which we become aware of the world and use that information to problem solve and make sense out of the world. It is somewhat oversimplified but cognition refers to thinking and all of the mental processes related to thinking.
Dendrites
Branched protoplasmic extensions that sprout from the arms (axons) or the cell bodies of neurons. Dendrites conduct electrical impulses toward the neighboring neurons. A single nerve may possess many dendrites. Dendrites increase in size and number in response to learned skills, experience, and information storage. New dendrites grow as branches from frequently activated neurons. Proteins called "neurotrophins," such as nerve growth factor, stimulate this dendrite growth.
Dopamine
A neurotransmitter most associated with attention, decision making, executive function, and reward-stimulated learning. Dopamine release on neuroimaging has been found to increase in response to rewards and positive experiences. Scans reveal greater dopamine release while subjects are playing, laughing, exercising, and receiving acknowledgment (e.g., praise) for achievement.
Executive Functions
Cognitive processing of information that takes place in areas in the prefrontal cortex that exercise conscious control over one's emotions and thoughts. This control allows for patterned information to be used for organizing, analyzing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstractions, problem solving, attention focusing, and linking information to appropriate actions.

Functional Brain Imaging (neuroimaging)

The use of techniques such as PET scans and fMRI imaging to demonstrate the structure, function, or biochemical status of the brain. Structural imaging reveals the overall structure of the brain, and functional neuroimaging provides visualization of the processing of sensory information coming to the brain and of commands going from the brain to the body. This processing is visualized directly as areas of the brain that are "lit up" by increased metabolism, blood flow, oxygen use, or glucose uptake. Functional brain imaging reveals neural activity in particular brain regions and networks of connecting brain cells as the brain performs discrete cognitive tasks.

Functional Magnetic Resonance Imaging (fMRI)

This type of functional brain imaging uses the paramagnetic properties of oxygen-carrying hemoglobin in the blood to demonstrate which brain structures are activated and to what degree during various performance and cognitive activities. During most fMRI learning research, subjects are scanned while they are exposed to visual, auditory, or tactile stimuli; the scans then reveal the brain structures that are activated by these experiences.
Glia
These are specialized cells that nourish, support, and complement the activity of neurons in the brain. Astrocytes are the most common and appear to play a key role in regulating the amount of neurotransmitter in the synapse by taking up excess neurotransmitter.
Graphic Organizers
Diagrams that are designed to coincide with the brain's style of patterning. In order for sensory information to be encoded (the initial processing of the information entering from the senses), consolidated, and stored, the information must be patterned into a brain-compatible form. Graphic organizers can promote this patterning in the brain when children participate in creating relevant connections to their existing memory circuitry.
Gray Matter
The gray refers to the brownish-gray color of the nerve cell bodies (neurons) of the outer cortex of the brain as compared with white matter, which is primarily composed of supportive cells and connecting tracks. Neurons are darker than other brain matter, so the cortex or outer layer of the brain appears darker gray and is called "gray matter" because neurons are most dense in that layer.
Hippocampus
A ridge in the floor of each lateral ventricle of the brain that consists mainly of gray matter that has a major role in memory processes. The hippocampus takes sensory inputs and integrates them with relational or associational patterns from preexisting memories, thereby binding the information from the new sensory input into storable patterns of relational memories.
Limbic System
This is a group of functionally and developmentally linked structures in the brain (including the amygdala, cingulate cortex, hippocampus, septum and basal ganglia). The limbic system is involved in regulation of emotion, memory, and processing complex socio-emotional communication.
Long-Term Memory
Long-term memory is created when short-term memory is strengthened through review and meaningful association with existing patterns and prior knowledge. This strengthening results in a physical change in the structure of neuronal circuits.
Metacognition
Knowledge about one's own information processing and strategies that influence one's learning that can optimize future learning. After a lesson or assessment, when children are prompted to recognize the successful learning strategies they used, that reflection can reinforce the effective strategies.
Myelin
The fatty substance that covers and protects nerves. Myelin is a layered tissue that sheathes the axons (nerve fibers). This sheath around the axon acts like a conductor in an electrical system, ensuring that messages sent by axons are not lost as they travel to the next neuron. Myelin increases the efficiency of nerve impulse travel and grows in layers in response to more stimulation of a neural pathway.
Myelination
The formation of the myelin sheath around a nerve fiber.
Neuronal Circuits
Neurons communicate with each other by sending coded messages along electrochemical connections. When there is repeated stimulation of specific patterns of stimulation between the same groups of neurons, their connecting circuits (dendrites) become more developed and more accessible to efficient stimulation and response. This is where practice (repeated stimulation of grouped neuronal connections in neuronal circuits) results in more successful recall.
Neurons
Specialized cells in the brain and throughout the nervous system that control storage and processing of information to, from, and within the brain, spinal cord, and nerves. Neurons are composed of a main cell body, a single major axon for outgoing electrical signals, and a varying number of dendrites to conduct coded information throughout the nervous system.
Neuroplasticity
This refers to the remarkable capacity of the brain to change its molecular, microarchitectural, and functional organization in response to injury or experience. Dendrite formation and dendrite and neuron destruction (pruning) allows the brain to reshape and reorganize the networks of connections in response to increased or decreased use of these pathways.
Neurotransmitters
Brain proteins that are released by the electrical impulses on one side of the synapse (axonal terminal) and then float across the synaptic gap carrying the information with them to stimulate the nerve ending (dendrite) of the next cell in the pathway. Once the neurotransmitter is taken up by the dendrite nerve ending, the electric impulse is reactivated in that dendrite to travel along to the next nerve. Neurotransmitters in the brain include serotonin, tryptophan, acetylcholine, dopamine, and others that transport information across synapses and also circulate through the brain, much like hormones, to influence larger regions of the brain. When neurotransmitters are depleted, by too much information traveling through a nerve circuit without a break, the speed of transmission along the nerve slows down to a less efficient level.
Numeracy
The ability to reason with numbers and other mathematical concepts. Children's concepts of number and quantity develop with brain maturation and experience.

Occipital Lobes (visual memory areas)

These posterior lobes of the brain process optical input among other functions.
Oligodendrocytes
Oligodendrocytes are the glia that specialize to form the myelin sheath around many axonal projections.
Parietal lobes
Parietal lobes on each side of the brain process sensory data, among other functions.
Patterning
Patterning is the process whereby the brain perceives sensory data and generates patterns by relating new information with previously learned material or chunking material into pattern systems it has used before. Education is about increasing the patterns children can use, recognize, and communicate. As the ability to see and work with patterns expands, the executive functions are enhanced. Whenever new material is presented in such a way that children see relationships, they can generate greater brain cell activity (formation of new neural connections) and achieve more successful patterns for long-term memory storage and retrieval.
Positron Emission Tomography (PET scans)
Radioactive isotopes are injected into the blood attached to molecules of glucose. As a part of the brain is more active, its glucose and oxygen demands increase. The isotopes attached to the glucose give off measurable emissions used to produce maps of areas of brain activity. The higher the radioactivity count, the greater the activity taking place in that portion of the brain. PET scanning can show blood flow, oxygen, and glucose metabolism in the tissues of the working brain that reflect the amount of brain activity in these regions while the brain is processing sensory input (information). The biggest drawback of PET scanning is that because the radioactivity decays rapidly, it is limited to monitoring short tasks. fMRI technology does not have this same time limitation and has become the preferred functional imaging technique in learning research.
Prediction
Prediction is what the brain does with the information it patterns. Prediction occurs when the brain has enough information in a patterned memory category that it can find similar patterns in new information and predict what the patterns mean. For example if you see the number sequence 3,6,9,12...,.. you predict the next number will be 15 because you recognize the pattern of counting by threes. Through careful observation the brain learns more and more about our world and is able to make more and more accurate predictions about what will come next. Prediction is often what is measured in intelligence tests. This predicting ability is the basis for successful reading, calculating, test taking, goal- setting, and appropriate social interactions behavior. Successful prediction is one of the best problem-solving strategies the brain has.

Prefrontal Cortex (front, outer parts of the frontal lobes)

The prefrontal cortex (PFC) is a hub of neural networks with intake and output to almost all other regions of the brain. In the PFC relational, working-memories can be mentally manipulated to become long-term memory and emotions can be consciously evaluated. Executive functions directed by PFC networks respond to input through the highest levels of cognition. These functions include information evaluation, prediction, conscious decision making, emotional awareness and response, organizing, analyzing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstraction, deduction, induction, problem solving, attention focusing, and linking information to planning and directing actions.

Pruning: Neurons and their connections are pruned (destroyed) when they are not used. In a baby, the brain overproduces brain cells (neurons) and connections between brain cells (synapses) and then starts pruning them back around the age of three. The second wave of synapse formation occurs just before puberty and is followed by another phase of pruning. Pruning allows the brain to consolidate learning by pruning away unused neurons and synapses and wrapping more white matter (myelin) around the neuronal networks more frequently used to stabilize and strengthen their ability to conduct the electrical impulses of nerve- to-nerve communication.
RAD learning
There three main brain systems that are keys to building better brains. The three systems can be referred to as RAD, which is short for Reach and Discover.
Reticular Activating System (RAS)
This lower part of the posterior brain filters all incoming stimuli and makes the "decision" as to what sensory input is attended to or ignored. The main categories that focus the attention of the RAS include novelty (changes in the environment), surprise, danger, and movement.
Rote Memory
This type of memorization is the most commonly required memory task for children in school. This type of learning involves "memorizing," and soon forgetting, facts that are often of little primary interest or emotional value to the child, such as lists of words. Facts that are memorized by rehearsing them over and over, that don't have obvious or engaging patterns or connections, are rote memories. Without giving the information context or relationship to children's lives, these facts are stored in remoter areas of the brain. These isolated bits are more difficult to locate and retrieve because there are fewer nerve pathways leading to these remote storage systems.
Serotonin
A neurotransmitter used to carry messages between neurons. Too little serotonin may be a cause of depression and inattention. Dendritic branching is enhanced by the serotonin secreted by the brain predominantly between the sixth and eighth hour of sleep (non-REM).

Short-Term Memory (working memory)

This memory can hold and manipulate information for use in the immediate future. Information is only held in working memory for about a minute. The working memory span of the mature brain (less in children) is approximately 7-9 chunks of data
Synapse
These gaps between nerve endings are where neurotransmitters like dopamine carry information across the space separating the axon extensions of one neuron from the dendrite that leads to the next neuron in the pathway. Before and after crossing the synapse as a chemical message, information is carried in an electrical state when it travels down the nerve.
Venn diagram
A type of graphic organizer used to compare and contrast information. The overlapping areas represent similarities, and the nonoverlapping areas represent differences.
Image attribution flickr user vancouverfilmschool; The Neuroscience Of Learning: 41 Terms Every Teacher Should Know; The A-Z Guide For Neuroscience In Education

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The Neuroscience Of Learning: 41 Terms Every Teacher Should Know

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by Judy Willis M.D., M.Ed., radteach.com As education continues to evolve, adding in new trends, technologies, standards, and 21st century thinking habits , there is one constant that doesn't change. The human brain. But neuroscience isn't exactly accessible to most educators, rarely published, and when it is, it's often full of odd phrasing and intimidating jargon.

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One of the things that surprises me time and time again is how we think our brains work and how they actually do.

On many occasions I find myself convinced that there is a certain way to do things, only to find out that actually that's the complete wrong way to think about it. For example, I always found it fairly understandable that we can multitask. Well, according to the latest research studies, it's literally impossible for our brains to handle 2 tasks at the same time.

Recently I came across more of these fascinating experiments and ideas that helped a ton to adjust my workflow towards how our brains actually work (instead of what I thought!).

So here are 10 of the most surprising things our brain does and what we can learn from it:

Share stories like this to your social media followers when they're most likely to click, favorite, and reply! Schedule your first post with Buffer.

1. Your brain does creative work better when you're tired

When I explored the science of our body clocks and how they affect our daily routines, I was interested to find that a lot of the way I'd planned my days wasn't really the best way to go about it. The way we work, in particular, actually has a lot to do with the cycles of our body clocks.

Here's how it breaks down:

If you're a morning lark, say, you'll want to favor those morning hours when you're feeling more fresh to get your most demanding, analytic work done. Using your brain to solve problems, answer questions and make decisions is best done when you're at your peak

For night owls, this is obviously a much later period in the day.

On the other hand, if you're trying to do creative work, you'll actually have more luck when you're more tired and your brain isn't functioning as efficiently. This sounds crazy, but it actually makes sense when you look at the reasoning behind it. It's one of the reasons why great ideas often happen in the shower after a long day of work.

If you're tired, your brain is not as good at filtering out distractions and focusing on a particular task. It's also a lot less efficient at remembering connections between ideas or concepts. These are both good things when it comes to creative work, since this kind of work requires us to make new connections, be open to new ideas and think in new ways. So a tired, fuzzy brain is much more use to us when working on creative projects.

This Scientific American article explains how distractions can actually be a good thing for creative thinking:

Insight problems involve thinking outside the box. This is where susceptibility to "distraction" can be of benefit. At off-peak times we are less focused, and may consider a broader range of information. This wider scope gives us access to more alternatives and diverse interpretations, thus fostering innovation and insight.

2. Stress can change the size of your brain (and make it smaller)

I bet you didn't know stress is actually the most common cause of changes in brain function. I was surprised to find this out when I looked into how stress affects our brains.

I also found some research that showed signs of brain size decreasing due to stress.

One study used baby monkeys to test the effects of stress on development and long-term mental health. Half the monkeys were cared for by their peers for 6 months while the other half remained with their mothers. Afterwards, the monkeys were returned to typical social groups for several months before the researchers scanned their brains.

For the monkeys who had been removed from their mothers and cared for by their peers, areas of their brains related to stress were still enlarged, even after being in normal social conditions for several months.

Although more studies are needed to explore this fully, it's pretty scary to think that prolonged stress could affect our brains long-term.

Another study found that in rats who were exposed to chronic stress, the hippocampuses in their brains actually shrank. The hippocampus is integral to forming memories. It has been debated before whether Post Traumatic Stress Disorder (PTSD) can actually shrink the hippocampus, or people with naturally smaller hippocampuses are just more prone to PTSD. This study could point to the stress being a factor in actually changing the brain.

3. It is literally impossible for our brains to multi-task

Multi-tasking is something we've long been encouraged to practice, but it turns out multitasking is actually impossible. When we think we're multi-tasking, we're actually context-switching. That is, we're quickly switching back-and-forth between different tasks, rather than doing them at the same time.

The book Brain Rules explains how detrimental "multi-tasking" can be:

Research shows your error rate goes up 50 percent and it takes you twice as long to do things.

The problem with multi-tasking is that we're splitting our brain's resources. We're giving less attention to each task, and probably performing worse on all of them:

When the brain tries to do two things at once, it divides and conquers, dedicating one-half of our gray matter to each task.

Here is how this looks like in reality. Whilst we try to do both Action A and Action B at the same time, our brain is never handling both simultaneously. Instead, it has to painfully switch back and forth and use important brainpower just for the switching:

When our brains handle a single task, the prefrontal cortex plays a big part. Here's how it helps us achieve a goal or complete a task:

The anterior part of this brain region forms the goal or intention-for example, "I want that cookie"-and the posterior prefrontal cortex talks to the rest of the brain so that your hand reaches toward the cookie jar and your mind knows whether you have the cookie.

A study in Paris found that when a second task was required, the brains of the study volunteers split up, with each hemisphere working alone on a task. The brain was overloaded by the second task and couldn't perform at its full capacity, because it needed to split its resources.

When a third task was added, the volunteers' results plummeted:

The triple-task jugglers consistently forgot one of their tasks. They also made three times as many errors as they did while dual-tasking.

4. Naps improve your brain's day to day performance

We're pretty clear on how important sleep is for our brains, but what about naps? It turns out, these short bursts of sleep are actually really useful.

Here are a couple of ways napping can benefit the brain:
Improved memory
In one study, participants memorized illustrated cards to test their memory strength. After memorizing a set of cards, they had a 40-minute break wherein one group napped, and the other stayed awake. After the break both groups were tested on their memory of the cards, and the group who had napped performed better:

Much to the surprise of the researchers, the sleep group performed significantly better, retaining on average 85 percent of the patterns, compared to 60 percent for those who had remained awake.

Apparently, napping actually helps our brain to solidify memories:

Research indicates that whena memory is first recorded in the brain-in the hippocampus, to be specific-it's still "fragile" and easily forgotten, especially if the brain is asked to memorize more things. Napping, it seems, pushes memories to the neocortex, the brain's "more permanent storage," preventing them from being "overwritten."

Let's look at that in a graph - the people who took a nap, were able to wildly outperform those who didn't. It's like they had a fresh start:
Better learning
Taking a nap also helps to clear information out of your brain's temporary storage areas, getting it ready for new information to be absorbed. A study from the University of California asked participants to complete a challenging task around midday, which required them to take in a lot of new information. At around 2p.m., half of the volunteers took a nap while the rest stayed awake.

The really interesting part of this study is not only that at 6p.m. that night the napping group performed better than those who didn't take a nap. In fact, the napping group actually performed better than they had earlier in the morning.
What happens in the brain during a nap
Some recent research has found that the right side of the brain is far more active during a nap than the left side, which stays fairly quiet while we're asleep. Despite the fact that 95% of the population is right-handed, with the left side of their brains being the most dominant, the right side is consistently the more active hemisphere during sleep.

The study's author, Andrei Medvedev, speculated that the right side of the brain handles 'housekeeping' duties while we're asleep.

So while the left side of your brain takes some time off to relax, the right side is clearing out your temporary storage areas, pushing information into long-term storage and solidifying your memories from the day.

5. Your vision trumps all other senses

Despite being one of our five main senses, vision seems to take precedence over the others:

Hear a piece of information, and three days later you'll remember 10 percent of it. Add a picture and you'll remember 65 percent.

Pictures beat text as well, in part because reading is so inefficient for us. Our brain sees words as lots of tiny pictures, and we have to identify certain features in the letters to be able to read them. That takes time.

In fact, vision is so powerful that the best wine tasters in the world have been known to describe a dyed white wine as a red.

Not only is it surprising that we rely on our vision so much, but it actually isn't even that good! Take this fact, for instance:

Our brain is doing all this guessing because it doesn't know where things are. In a three-dimensional world, the light actually falls on our retina in a two-dimensional fashion. So our brain approximates viewable image.

Let's look at this image. It shows you how much of your brain is dedicated just to vision and how it affects other parts of the brain. It's a truly staggering amount, compared to any other areas:

6. Introversion and extroversion come from different wiring in the brain

I just recently realized that introversion and extroversion are not actually related to how outgoing or shy we are, but rather how our brains recharge.

Here's how the brains of introverts and extroverts differ:

Research has actually found that there is a difference in the brains of extroverted and introverted people in terms of how we process rewards and how our genetic makeup differs. For extroverts, their brains respond more strongly when a gamble pays off. Part of this is simply genetic, but it's partly the difference of their dopamine systems as well.

An experiment that had people take gambles while in a brain scanner found the following:

When the gambles they took paid off, the more extroverted group showed a stronger response in two crucial brain regions: the amygdala and the nucleus accumbens.

The nucleus accumbens is part of the dopamine system, which affects how we learn, and is generally known for motivating us to search for rewards. The difference in the dopamine system in the extrovert's brain tends to push them towards seeking out novelty, taking risks and enjoying unfamiliar or surprising situations more than others. The amygdala is responsible for processing emotional stimuli, which gives extroverts that rush of excitement when they try something highly stimulating which might overwhelm an introvert.

More research has actually shown that the difference comes from how introverts and extroverts process stimuli. That is, the stimulation coming into our brains is processed differently depending on your personality. For extroverts, the pathway is much shorter. It runs through an area where taste, touch, visual and auditory sensory processing takes place. For introverts, stimuli runs through a long, complicated pathway in areas of the brain associated with remembering, planning and solving problems.

7. We tend to like people who make mistakes more

Apparently, making mistakes actually makes us more likeable, due to something called the Pratfall Effect.

Kevan Lee recently explained how this works on the Buffer blog:

Those who never make mistakes are perceived as less likeable than those who commit the occasional faux pas. Messing up draws people closer to you, makes you more human. Perfection creates distance and an unattractive air of invincibility. Those of us with flaws win out every time.

This theory was tested by psychologist Elliot Aronson. In his test, he asked participants to listen to recordings of people answering a quiz. Select recordings included the sound of the person knocking over a cup of coffee. When participants were asked to rate the quizzers on likability, the coffee-spill group came out on top.

So this is why we tend to dislike people who seem perfect! And now we know that making minor mistakes isn't the worst thing in the world-in fact, it can work in our favor.

8. Meditation can rewire your brain for the better

Here's another one that really surprised me. I thought meditation was only good for improving focus and helping me to stay calm throughout the day, but it actually has a whole bunch of great benefits.

Here are a few examples:
Less anxiety
This point is pretty technical, but it's really interesting. The more we meditate, the less anxiety we have, and it turns out this is because we're actually loosening the connections of particular neural pathways. This sounds bad, but it's not.

What happens without meditation is that there's a section of our brains that's sometimes called the Me Center (it's technically the medial prefrontal cortex). This is the part that processes information relating to ourselves and our experiences. Normally the neural pathways from the bodily sensation and fear centers of the brain to the Me Center are really strong. When you experience a scary or upsetting sensation, it triggers a strong reaction in your Me Center, making you feel scared and under attack.

Here is how anxiety and agitation decreases with just a 20 minute meditation session:

When we meditate, especially when we are just getting started with meditation, we weaken this neural connection. This means that we don't react as strongly to sensations that might have once lit up our Me Centers. As we weaken this connection, we simultaneously strengthen the connection between what's known as our Assessment Center (the part of our brains known for reasoning) and our bodily sensation and fear centers. So when we experience scary or upsetting sensations, we can more easily look at them rationally. Here's a good example:

For example, when you experience pain, rather than becoming anxious and assuming it means something is wrong with you, you can watch the pain rise and fall without becoming ensnared in a story about what it might mean.

More creativity
Researchers at Leiden University in the Netherlands studied both focused-attention and open-monitoring mediation to see if there was any improvement in creativity afterwards. They found that people who practiced focused-attention meditation did not show any obvious signs of improvement in the creativity task following their meditation. For those who did open-monitoring meditation, however, they performed better on a task that asked them to come up with new ideas.
Better memory
One of the things meditation has been linked to is improving rapid memory recall. Catherine Kerr, a researcher at the Martinos Center for Biomedical Imaging and the Osher Research Center found that people who practiced mindful meditation were able to adjust the brain wave that screens out distractions and increase their productivity more quickly that those that did not meditate. She said that this ability to ignore distractions could explain "their superior ability to rapidly remember and incorporate new facts." This seems to be very similar to the power of being exposed to new situations that will also dramatically improve our memory of things.

Meditation has also been linked to increasing compassion, decreasing stress, improving memory skills and even increasing the amount of gray matter in the brain.

9. Exercise can reorganize the brain and boost your willpower

Sure, exercise is good for your body, but what about your brain? Well apparently there's a link between exercise and mental alertness, in a similar way that happiness and exercise are related.

A lifetime of exercise can result in a sometimes astonishing elevation in cognitive performance, compared with those who are sedentary. Exercisers outperform couch potatoes in tests that measure long-term memory, reasoning, attention, problem-solving, even so-called fluid-intelligence tasks.

Of course, exercise can also make us happier, as we've explored before:

If you start exercising, your brain recognizes this as a moment of stress. As your heart pressure increases, the brain thinks you are either fighting the enemy or fleeing from it. To protect yourself and your brain from stress, you release a protein called BDNF (Brain-Derived Neurotrophic Factor). This BDNF has a protective and also reparative element to your memory neurons and acts as a reset switch. That's why we often feel so at ease and things are clear after exercising and eventually happy.

At the same time, endorphins, another chemical to fight stress, are released in your brain. The main purpose of endorphis is this, writes researcher McGovern:

These endorphins tend to minimize the discomfort of exercise, block the feeling of pain and are even associated with a feeling of euphoria.

10. You can make your brain think time is going slowly by doing new things

Ever wished you didn't find yourself saying "Where does the time go!" every June when you realize the year is half-over? This is a neat trick that relates to how our brains perceive time. Once you know how it works, you can trick your brain into thinking time is moving more slowly.

Essentially, our brains take a whole bunch of information from our senses and organize it in a way that makes sense to us, before we ever perceive it. So what we think is our sense of time is actually just a whole bunch of information presented to us in a particular way, as determined by our brains:

When our brains receive new information, it doesn't necessarily come in the proper order. This information needs to be reorganized and presented to us in a form we understand. When familiar information is processed, this doesn't take much time at all. New information, however, is a bit slower and makes time feel elongated.

Even stranger, it isn't just a single area of the brain that controls our time perception-it's done by a whole bunch of brain areas, unlike our common five senses, which can each be pinpointed to a single, specific area.

When we receive lots of new information, it takes our brains a while to process it all. The longer this processing takes, the longer that period of time feels:

When we're in life-threatening situations, for instance, "we remember the time as longer because we record more of the experience. Life-threatening experiences make us really pay attention, but we don't gain superhuman powers of perception."

The same thing happens when we hear enjoyable music, because "greater attention leads to perception of a longer period of time."

Conversely, if your brain doesn't have to process lots of new information, time seems to move faster, so the same amount of time will actually feel shorter than it would otherwise. This happens when you take in lots of information that's familiar, because you've processed it before. Your brain doesn't have to work very hard, so it processes time faster.
Do you have another surprising fact about the brain you'd like to share? I'd love to hear it! If you enjoyed this post, I think you might also like our post about 10 Simple Things You Can Do Today That Will Make You Happier, Backed By Science.

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How Our Brain Works: 10 Surprising Facts | Buffer Blog

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One of the things that surprises me time and time again is how we think our brains work and how they actually do. On many occasions I find myself convinced that there is a certain way to do things, only to find out that actually that's the complete wrong way to think about it.

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33 Interesting facts about the human brain!

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33 little known facts about the human brain, brain parts and functions of the brain, human brain anatomy and brain waves. Interesting human body facts. More interesting facts here: https://www.raiseyourbrain.com

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We have known since antiquity that the seat of learning is the human brain. But it has only been in the last decade that neuroscience researchers have been able to go inside the brain and observe how learning actually occurs at the molecular level. New technologies like diffusion imaging have opened up the brain's inner workings and allowed scientists to "see" what is going on inside the brain when people are engaged in learning. More sophisticated experiments with the brains of laboratory animals are stretching the bounds of our understanding further.

To comprehend the way learning occurs in the brain, here's a brief primer on its physiology. The brain acts as a dense network of fiber pathways consisting of approximately 100 billion (10 ¹⁰) neurons. The brain consists of three principle parts - stem, cerebellum and cerebrum - as shown in Figure 1 below. Of the three, the cerebrum is most important in learning, since this is where higher-ordered functions like memory and reasoning occur. Each area of the cerebrum specializes in a function - sight, hearing, speech, touch, short-term memory, long-term memory, language and reasoning abilities are the most important for learning.

Figure
1: The Human Brain

So how does learning happen? Through a network of neurons, sensory information is transmitted by synapses (see Figure 2) along the neural pathway and stored temporarily in short-term memory, a volatile region of the brain that acts like a receiving center for the flood of sensory information we encounter in our daily lives.

Figure 2: Synapse Across Two
Neurons

Once processed in short-term memory, our brain's neural pathways carry these memories to the structural core, where they are compared with existing memories and stored in our
long-term memory, the vast repository of everything we have ever experienced in our lives. This process occurs in an instant, but it is not always perfect. In fact, as information races across billions of neurons' axons, which transmit signals to the next neuron via synapse, some degradation is common. That's why many of our memories are incomplete or include false portions that we make up to fill holes in the real memory.

Neuroscientists have long believed that learning and memory formation are made by the strengthening and weakening of connections among brain cells. Recently, researchers at the
University of California Irvine's Center for the Neurobiology of Learning and Memory proved it. In experiments with mice, they were able to isolate and observe the actions of the brain while learning a new task. Researchers found that when two neurons frequently interact, they form a bond that allows them to transmit more easily and accurately. This leads to more complete memories and easier recall. Conversely, when two neurons rarely interacted, the transmission was often incomplete, leading to either a faulty memory or no memory at all.

As an example of this, consider your daily commute. You don't really need to think consciously about how to get to work, because it is a trip you have taken so many times that the memory of how to navigate is ingrained. The neurons that control this memory have communicated so often, they have formed a tight bond, like a group of old friends.

Contrast your daily commute with the experience of driving to a location you have never visited. To make this trip, your brain has to work much harder. You need to get directions, write
them down or print them and then pay extra attention to road signs along the way. In this case, the neurons involved in navigating to this new destination have not shared synapses frequently before and so they communicate incompletely or inefficiently. This requires forming new connections within the brain, which results in greater conscious effort and attention on our part.

This research has important implications for learning, especially regarding how we acquire new knowledge, store it in memory and retrieve it when needed. When learning new things, memory and recall are strengthened by frequency and recency. The more we practice and rehearse something new and the more recently we have practiced, the easier it is for our brain to transmit these experiences efficiently and store them for ready access later. This process is called fluency.

Another recent study at the Martinos Center for Biomedical Imaging, Department of Radiology, Massachusetts General Hospital and Harvard Medical School found that the structural core of the brain receives sensory information from different regions and then assembles bits of data into a complete picture that becomes a memory of an event. This memory is strengthened by multiple sensory inputs. For example, if we both see and hear something, we are more likely to remember it than if we only hear it.

If we experience an emotional reaction to something - fear, anger, laughter or love - that emotion becomes part of the memory and strengthens it dramatically. In recalling memories, subjects who had experienced an emotional reaction were far more likely to remember the event and with higher accuracy than those who simply witnessed an event without any emotional attachment. That explains why highly emotional events - birth, marriage, divorce and death - become unforgettable.

What does this neuroscience research suggest about learning? We need to ensure that learning engages all the senses and taps the emotional side of the brain, through methods like humor, storytelling, group activities and games. Emphasis on the rational and logical alone does not produce powerful memories.

A third recent discovery at the University of Michigan's Biopsychology Program confirmed that the brain behaves selectively about how it processes experiences that enter through our five
senses. The brain is programmed to pay special attention to any experience that is novel or unusual. It does this by making comparisons between the new information brought through the senses and existing information stored in our brain's long-term memory. When the brain finds a match, it will quickly eliminate the new memory as redundant.

When new information contradicts what's already stored in memory, however, our brains go into overdrive, working hard to explain the discrepancy. If the new information proves useful to us, it becomes a permanent memory that can be retrieved later. If this new information does not seem useful or if we do not trust its source, we are likely to forget it or even reject it altogether, preferring to stick with the information we already possess.

Since learning inherently requires acquisition of new information, our brains' propensity to focus on the novel and forget the redundant makes it a natural learning ally. In fact, our brains are hard wired to learn, from the moment we are born. Our native curiosity is driven by our brain's inherent search for the unusual in our environment.

On the other hand, past memories can be an impediment to future learning that contradicts previous information. As we age and gain more experience, we tend to rely too much on our past knowledge. We may miss or even reject novel information that does not agree with previous memories. Recent brain research is unlocking many of the mysteries of learning. Learning professionals should stay abreast of these developments and derive learning methods based upon the way the brain learns naturally.

The table below summarizes the three recent research findings and their implications for training.

Frequency and recency of neuron
synapses increase memory

Increase frequency through
practice and maintain fluency through use

Emotions strengthen memory

Appeal to and engage emotions
while learning

Learning causes changes to the
physical structure of the brain

Engaging in learning increases
our ability to learn throughout our lives

Memories are stored in multiple
parts of the brain

Engage all senses when learning

Our brains are programmed to
focus on new and unusual inputs

Learning should tap into the
brain's natural curiosity and intrinsic motivation

Table 1: Learning
Implications of Brain Science

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How the Brain Learns - Training Industry

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We have known since antiquity that the seat of learning is the human brain. But it has only been in the last decade that neuroscience researchers have been able to go inside the brain and observe how learning actually occurs at the molecular level.

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