As we learned, classical conditioning is learning through association. The girl in the red and blue was associating bad thoughts and all of his unpleasant traits to disliking him. When she realized that was not working out, she used a hitting mechanism, which she hoped would give the unpleasant effect when thinking of the boy. The girl in the tank top obviously liked the boy in the picture, and probably could not get over how good of a person he was, so the girl in blue and red classical conditioned her with bad traits and actions to give bad thoughts when thinking of the boy In the picture. This is why when the girl in the tank top had the picture in her hand but her eyes closed while listening to the girl in the blue and red, the girl in the tank top still did not think any unpleasant feelings about the boy. However, when the girl held the picture and directly looked at it, and then was hit across the face unexpectedly and given an unpleasant action acted upon her, she was offended and not happy. Now, when the girl in the tank top sees a picture of the same boy, she is going to be thinking of that slap across the face she received, which gave her an unsatisfied overall feeling. This is what the girl in the blue and red wished to accomplish. 

As we learned, Long-term memory consists of memories and information that has been kept from an indefinitely time ago. The memories within these circular balls, contain memories throughout Riley’s entire lifetime. Therefore, these memories are called Riley’s Long-term memories, since they extend to many years back within her life. These memories are also spread out within a variety of time periods, which also makes them Riley’s Long-Term memories. However, in this example we also see selective memory taking place, which is when Riley can choose the memories she wants to remember, and the ones she most likely wants to forget about. In the movie clip, it states that many of the memories are happy, which shows that the happy memories are mainly the ones that Riley wants to remember and hold onto. Of course there was sad memories along that time period, but they were probably not as important to Riley, so she may have forgotten about them permanently or until they are directly mentioned to her. She also choose to keep the important milestones, which are worth the remembrance to Riley. These sad memories that Riley may not store within the circular balls, may be labeled as Short-term memory, which is where she briefly remembers them, and the knowledge on them is limited. This does not mean that those sad memories are not there, but they are hidden until they are brought up to Riley directly. All of Riley’s memories require a method of retrieval, and follow the memory process of encoding it which involve visual, sensory, or auditory, storing it, and then retrieving it when necessary which is the recall and recognition of the memories.

This clip from Humans shows the consciousness levels of the three people that were in the car at the time.  It shows that the two girls in the front seat where completely unconscious of what was going on in the backseat while they were talking about the brother, as well as unconscious at the recognization of who the girl in the back seat was. This is why they were so startled when the girl in the back seat gasped. The girl in the back seat was unconscious to her true self during the discussion about the brother, which is why she gasped, but was also conscious at recognizing who the two girls in the front set were, what was happening to herself in the moment, and the situation that was going on that the two girls in the front seat were unaware of. When the girl in the back seat returns to her normal self, she is unaware and unconscious of what just happened, but aware and conscious of where she is in that exact moment. All of the girls in the vehicle are experiencing altered states of consciousness, where they go in and out between being aware and conscious and unaware and unconscious about what is going on.

As we learned in Chapter 2, we were taught the different parts of the neurons and axons, and what they did in the process. We were also introduced to the firing of neurons process, which is described in the given article. This information could be useful when coming across a discovery and experiment such as the one listed above. We were also taught the different areas of the brain, and what information those parts of the brain store within them. Once again, this could help us out throughout the experiment in understanding how the brain can play a role in these results, and discovering and determining which specific section of the brain is responsible for these firing rates and confidence levels that were taking place in the experiment.