Neuroscience of Learning-CFC2010
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The Neuroscience of Learning The Neuroscience of Learning Carlos F. Camargo, PhDCarlos F. Camargo, PhD
Ohana Foundation Lecture Series 2005Ohana Foundation Lecture Series 2005Korean Education Development InstituteKorean Education Development Institute
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What is learning?What is learning?
CHANGING the structure & CHANGING the structure & actions of NEURONS so they actions of NEURONS so they
HOLD INFORMATION in HOLD INFORMATION in LONG TERM MEMORY inLONG TERM MEMORY inTEMPORAL & PARIETAL TEMPORAL & PARIETAL
LOBES of the CORTEXLOBES of the CORTEX
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LEARNING requiresLEARNING requires NEURONS to CHANGE NEURONS to CHANGE
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Learning requires MANYLearning requires MANYneuron changesneuron changes
BUT two major changes areBUT two major changes are
1 1 Changing the amounts of Changing the amounts of neurotransmitters that neurotransmitters that neurons produceneurons produce
2 Changing the connections 2 Changing the connections between neuronsbetween neurons
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((1) Learning requires neurons to make 1) Learning requires neurons to make MORE & LESS & DIFFERENT transmittersMORE & LESS & DIFFERENT transmitters
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(2) Learning requires neurons to make NEW LINKS (2) Learning requires neurons to make NEW LINKS & DELETE EXISTING LINKS with other neurons& DELETE EXISTING LINKS with other neurons
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+ & -+ & -
Bad NewsBad News & & Good NewsGood News for for Teachers Teachers
in Current Neuroscience in Current Neuroscience FindingsFindings
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4 NEGATIVES & 5 4 NEGATIVES & 5 POSITIVESPOSITIVES
44 important important negative negative findings from findings from neuroscience neuroscience
5 important 5 important positive positive findings from findings from neuroscienceneuroscience
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Bad news finding # 1Bad news finding # 1
WE HAVE WE HAVE NO NO
INTRINSIC MOTIVATION INTRINSIC MOTIVATION
TO LEARN TO LEARN
ACADEMIC MATERIALACADEMIC MATERIAL
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We are motivated to We are motivated to LEARNLEARN to get 4 to get 4 PRIMARY BODY REWARDS:PRIMARY BODY REWARDS:
Food Food
Water Water
Sex Sex
Drugs of AbuseDrugs of Abuse
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And we are motivated to And we are motivated to LEARNLEARN to to get 5 Primary Social Rewardsget 5 Primary Social Rewards
Feel pleasant touchFeel pleasant touch ( (Rolls et al. 2003Rolls et al. 2003))
See attractive facesSee attractive faces ( (Aharon et al. 2001Aharon et al. 2001))
Hear positive wordsHear positive words ( (Hamann & Mao 2002Hamann & Mao 2002))
Interact with others Interact with others ((Rilling et al. 2002Rilling et al. 2002))
Gain social statusGain social status ( (Tooby & Cosmides, 2002Tooby & Cosmides, 2002))
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Human motivation systemHuman motivation system
Rewarding experiences Rewarding experiences
trigger amygdala activity trigger amygdala activity trigger dopamine release trigger dopamine release trigger frontal lobe trigger frontal lobe activityactivity
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AMYGDALAAMYGDALA
ComputesComputes Emotional intensity of Emotional intensity of an experience an experience
Degree of negative or Degree of negative or positive emotionpositive emotion
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Increased Dopamine Increased Dopamine ISIS the Reward the Reward
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FRONTAL LOBEFRONTAL LOBE
Stores the reward value Stores the reward value of experienceof experience
Activates behaviors Activates behaviors leading to the most leading to the most rewarded outcomerewarded outcome
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All other complex experiences are All other complex experiences are conditioned with primary rewardsconditioned with primary rewards
$$USE OF MONEYUSE OF MONEY
WORKINGWORKING
LEARNINGLEARNING
FOLLOWING RULESFOLLOWING RULES
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Motivation to Learn Motivation to Learn School Subjects is ConditionedSchool Subjects is Conditioned
Most cultures Most cultures conditioncondition children children
with 3 primary rewards for successful with 3 primary rewards for successful learning usinglearning using foodfood
educator educator && parent approval parent approval
increased peer social statusincreased peer social status
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Bad news finding # 2Bad news finding # 2
THERE IS THERE IS
NO EVIDENCE NO EVIDENCE
FOR FOR
LEARNING TRANSFERLEARNING TRANSFER
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Reviews of research show Reviews of research show no no evidence for learning transferevidence for learning transfer
Barnett & Ceci (2002 )Barnett & Ceci (2002 )Clement & Lecoutre Clement & Lecoutre (2004) (2004) Dixon & Dohn (2003) Dixon & Dohn (2003) Mayer (2004)Mayer (2004)
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No transfer means no No transfer means no free lunchfree lunch
NO SPECIFIC TRANSFER meansNO SPECIFIC TRANSFER means
Learning to Learning to addadd DOES NOT make DOES NOT make learning to learning to dividedivide easier easier
NO GENERAL TRANSFER meansNO GENERAL TRANSFER means
LearningLearning math DOES NOT make you math DOES NOT make you a better learner “in general”a better learner “in general”
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Bad news finding # 3Bad news finding # 3
THERE IS NO EVIDENCE
FOR MULTIPLE
INTELLIGENCES
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Gardner’s 11 Total Gardner’s 11 Total IntelligencesIntelligences
Linguistic, Musical, Linguistic, Musical,
Logical-mathematical, Spatial,Logical-mathematical, Spatial,
Bodily-kinesthetic, Personal, Bodily-kinesthetic, Personal,
Naturalistic, Spiritual, Existential,Naturalistic, Spiritual, Existential,
Mental Searchlight, LaserMental Searchlight, Laser
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Gardner’s Newest Gardner’s Newest IntelligencesIntelligences
ExistentialExistential = feeling at one with the = feeling at one with the cosmoscosmos
Mental SearchlightMental Searchlight = people with high = people with high IQ test scores scan widelyIQ test scores scan widely
LaserLaser = artists and artisans “who = artists and artisans “who generate the advances (as well as generate the advances (as well as the catastrophes) of society”the catastrophes) of society”
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Gardner Admits No Supporting DataGardner Admits No Supporting Data Exists for Multiple Intelligences Exists for Multiple Intelligences
Allix (2000) no evidenceAllix (2000) no evidence
Jie-Qi Chen (2004) no evidenceJie-Qi Chen (2004) no evidence
Gardner (2004) no evidenceGardner (2004) no evidence
Gardner and Connell (2000, p. 292) Gardner and Connell (2000, p. 292) conceded that “there is little hard conceded that “there is little hard evidence for Multiple Intelligences evidence for Multiple Intelligences theory” (2000, p. 292) theory” (2000, p. 292)
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NEUROSCIENCE RESEARCH NEUROSCIENCE RESEARCH REFUTES MULTIPLE INTELLIGENCESREFUTES MULTIPLE INTELLIGENCES
There is consistent significant evidence for a There is consistent significant evidence for a general intelligence factor G that appears to general intelligence factor G that appears to be working memory —this stands against be working memory —this stands against Multiple IntelligencesMultiple Intelligences
(Colom et al. 2004)(Colom et al. 2004)
There is consistent significant evidence that There is consistent significant evidence that brain systems for cognitive functions are brain systems for cognitive functions are overlapping —this stands against Multiple overlapping —this stands against Multiple Intelligences (Lieberman, 2002)Intelligences (Lieberman, 2002)
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NEUROSCIENCE RESEARCH NEUROSCIENCE RESEARCH REFUTES MULTIPLE INTELLIGENCES, cont.REFUTES MULTIPLE INTELLIGENCES, cont.
There is evidence for specific innate cognition There is evidence for specific innate cognition modules (Gallistel, 2003)modules (Gallistel, 2003)
1 Fast-mapping of word to object1 Fast-mapping of word to object
2 Person recognition of face, voice, clothes2 Person recognition of face, voice, clothes
3 Obligation computation of what we owe others 3 Obligation computation of what we owe others and what they owe usand what they owe us
4 Imitation of all aspects of the behavior of 4 Imitation of all aspects of the behavior of othersothers
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ADAPTED COGNITION MODULES STAND AGAINST ADAPTED COGNITION MODULES STAND AGAINST MULTIPLE INTELLIGENCESMULTIPLE INTELLIGENCES
Each adapted cognition module is supported by Each adapted cognition module is supported by evidence of its neural operations (MI evidence of its neural operations (MI intelligences are not). intelligences are not).
A given adapted cognition module, like Mirror A given adapted cognition module, like Mirror Neuron Tissue, operates using our vision, Neuron Tissue, operates using our vision, hearing, speaking, gesturing, social awarenesshearing, speaking, gesturing, social awareness—this combines parts of 4 of Gardner’s —this combines parts of 4 of Gardner’s intelligences—thus negating their individual intelligences—thus negating their individual existencesexistences
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Bad news finding # 4Bad news finding # 4
EVERY SINGLE MEMORY WE EVERY SINGLE MEMORY WE HAVE HAVE
IS IS
COMPLETELY COMPLETELY
UNSTABLEUNSTABLE
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Heraclitus was rightHeraclitus was right
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You cannot step into You cannot step into the same river twicethe same river twice
EVERY TIME YOU REMEMBEREVERY TIME YOU REMEMBER SOMETHINGSOMETHING, , IT IS A IT IS A
DIFFERENT DIFFERENT MEMORYMEMORY, BECAUSE THE , BECAUSE THE
ACT OF ACT OF RECALL IS A RECALL IS A RECONSTRUCTIONRECONSTRUCTION
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RECALL TRANSFORMS RECALL TRANSFORMS OUR MEMORIES OUR MEMORIES
When we Remember When we Remember
our brainour brain
Takes the memory apart, Takes the memory apart,
Updates the memory, Updates the memory,
Brings the memory to Brings the memory to consciousnessconsciousness
Then makes new proteins Then makes new proteins for a new structure for for a new structure for the memory as it goes the memory as it goes back into long-term back into long-term storage. storage.
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Good news findings # 1, 2, 3, 4, 5Good news findings # 1, 2, 3, 4, 5
Neuroscience research Neuroscience research has found 5 promoter has found 5 promoter mechanisms whereby mechanisms whereby short term learning short term learning
changes into long term changes into long term learninglearning
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5 major promoters of learning =5 major promoters of learning =
INNATE LEARNING PROGRAMSINNATE LEARNING PROGRAMS (Gallistel, (Gallistel, 2003)2003)
REPETITION of INFORMATIONREPETITION of INFORMATION(Squire and Kandel, 2000)(Squire and Kandel, 2000)
EXCITEMENTEXCITEMENT at the time of learning at the time of learning (Cahill & Gorski, 2003; LeDoux, 2002)(Cahill & Gorski, 2003; LeDoux, 2002)
EATING CARBOHYDRATESEATING CARBOHYDRATES at time of at time of learning learning (Korol, 2002)(Korol, 2002)
8-9 HOURS OF SLEEP8-9 HOURS OF SLEEP after learning after learning (Kuriyama, Stickgold, & Walker, 2004)\(Kuriyama, Stickgold, & Walker, 2004)\
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The first promoters are innate learning programs The first promoters are innate learning programs called ADAPTED COGNITION MODULEScalled ADAPTED COGNITION MODULES
SPECIALIZED BRAIN MODULES EVOLVED TO SPECIALIZED BRAIN MODULES EVOLVED TO COMPUTE SPECIFIC INFORMATION COMPUTE SPECIFIC INFORMATION OUTSIDE OUR CONSCIOUSNESS IN ORDER OUTSIDE OUR CONSCIOUSNESS IN ORDER TO MAKE THAT PROCESS EASIER AND TO MAKE THAT PROCESS EASIER AND FASTER BECAUSE THOSE COMPUTATIONS FASTER BECAUSE THOSE COMPUTATIONS HAVE BEEN IMPORTANT FOR OUR HAVE BEEN IMPORTANT FOR OUR SURVIVALSURVIVAL
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INNATE PROGRAMS = Adapted Cognition INNATE PROGRAMS = Adapted Cognition Modules are very specific computation systemsModules are very specific computation systems
Adapted cognition modules promote quick and easy Adapted cognition modules promote quick and easy learning of certain types of information:learning of certain types of information:
●●We learn people’s faces, typical movements, voices, We learn people’s faces, typical movements, voices, clothing, odors very easily because we have FACE clothing, odors very easily because we have FACE RECOGNITION TISSUE in our temporal lobesRECOGNITION TISSUE in our temporal lobes
● ● We learn speech and tool use motor skills more We learn speech and tool use motor skills more easily because we have special MIRROR easily because we have special MIRROR NEURONS in our frontal lobes that copy the speech NEURONS in our frontal lobes that copy the speech and movements of othersand movements of others
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ADAPTED COGNITION MODULES ADAPTED COGNITION MODULES ALSO INCLUDEALSO INCLUDE
COMPUTING FREQUENCIESCOMPUTING FREQUENCIES
BASIC COUNTING SKILLSBASIC COUNTING SKILLS
COMPUTING WHAT OTHERS OWE US AND COMPUTING WHAT OTHERS OWE US AND WHAT WE OWE THEMWHAT WE OWE THEM
FAST MAPPING OF WORD LABEL TO OBJECTS FAST MAPPING OF WORD LABEL TO OBJECTS AND SITUATIONSAND SITUATIONS
COMPUTING SOCIAL STATUS AND INSULTS TO COMPUTING SOCIAL STATUS AND INSULTS TO SOCIAL STATUSSOCIAL STATUS
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The 2The 2ndnd Learning Promoter is Learning Promoter is REPETITIONREPETITION
Squire & Kandel (2000) Squire & Kandel (2000)
Reviewed neurobiology of learning Reviewed neurobiology of learning
Brain forms long term memories Brain forms long term memories depending on depending on
““the number of times the event or the number of times the event or fact is repeated”fact is repeated”
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REPETITIONREPETITION
Squire & Kandel (2000) Squire & Kandel (2000) Reviewed neurobiology of Reviewed neurobiology of
learning learning Brain forms long term memories Brain forms long term memories
depending on depending on
““the number of times the the number of times the event or fact is repeated”event or fact is repeated”
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Repetition causes neurons to make Repetition causes neurons to make MORE and LESS neurotransmitterMORE and LESS neurotransmitter
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Repetition causes neurons to make MORE and Repetition causes neurons to make MORE and FEWER CONNECTIONS with other neuronsFEWER CONNECTIONS with other neurons
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ORIGIN OF TEACHING ORIGIN OF TEACHING IS REPETITIONIS REPETITION
We all unconsciously repeat important We all unconsciously repeat important information in conversationsinformation in conversations
All cultures teach important stories by verbal All cultures teach important stories by verbal repetitionrepetition
Chinese educators were taught to say everything Chinese educators were taught to say everything TWICE…TWICE…
Most educators discover that repetition is Most educators discover that repetition is valuablevaluable
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The 3The 3rdrd learning promoter is learning promoter is EXCITEMENTEXCITEMENT
LeDoux has studied the brain LeDoux has studied the brain for 30 years & reported for 30 years & reported (2002) that “we (2002) that “we remember particularly remember particularly well…those things that well…those things that arouse our emotions”arouse our emotions”
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Cahill & Gorski (2003) Cahill & Gorski (2003) researchresearch
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Excitement automatically increases Excitement automatically increases certain neurotransmitterscertain neurotransmitters
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Excitement sets NEURON CONNECTIONS in Excitement sets NEURON CONNECTIONS in the “ON” positionthe “ON” position
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The 4The 4thth learning promoter is learning promoter is EATING CARBOHYDRATESEATING CARBOHYDRATES
Greenwood and Winocur (2001) research: Greenwood and Winocur (2001) research: high-fat diet impairs brain glucose metabolism high-fat diet impairs brain glucose metabolism needed to form long term memory needed to form long term memory
Korol (2002) research: eating carbohydrates Korol (2002) research: eating carbohydrates enhanced memoryenhanced memory
(Smith, 2003) research: lack of breakfast (Smith, 2003) research: lack of breakfast impairs learning impairs learning
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Eating carbohydrates gives the brain glucoseEating carbohydrates gives the brain glucose to organize new synapse locations to organize new synapse locations
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Eating carbohydrates provides glucose to make Eating carbohydrates provides glucose to make glycoproteins that bind neurons to one anotherglycoproteins that bind neurons to one another
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EXTREME DIETINGEXTREME DIETING IMPAIRS LEARNING IMPAIRS LEARNING
A majority of young women age A majority of young women age 12 to 30 yrs in the US are on fad 12 to 30 yrs in the US are on fad diets. diets.
During periods of dieting, their During periods of dieting, their learning will be significantly learning will be significantly slowed and it will be harder for slowed and it will be harder for them to retain informationthem to retain information..
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The 5The 5thth learning promoter is 8-9 learning promoter is 8-9 HOURS OF SLEEPHOURS OF SLEEP
SPECIAL ISSUESPECIAL ISSUE of the journalof the journal Learning and MemoryLearning and Memory (2004 V11, N6) reports a (2004 V11, N6) reports a wide range of evidence for wide range of evidence for consolidation of learning consolidation of learning during sleep during sleep
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Macbeth (Macbeth (2.2.46-51) 2.2.46-51)
Sleep that knits up the ravell’d sleave of care,Sleep that knits up the ravell’d sleave of care,
The death of each day’s life, sore labour’s bath,The death of each day’s life, sore labour’s bath,
Balm of hurt minds, great nature’s second course, Balm of hurt minds, great nature’s second course,
Chief nourisher in life’s feast. Chief nourisher in life’s feast.
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SLEEP IS A SLEEP IS A FREE LEARNING TOOLFREE LEARNING TOOL
DREAMING SLEEP promotes differential DREAMING SLEEP promotes differential strengthening of neurons in networks strengthening of neurons in networks holding learned information holding learned information
NON-DREAMING SLEEP activates calcium NON-DREAMING SLEEP activates calcium channels that biologically repeat the neural channels that biologically repeat the neural path of learning to force long term storagepath of learning to force long term storage
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DREAMING SLEEP causes differential DREAMING SLEEP causes differential strengthening by altering strengthening by altering
neurotransmittersneurotransmitters
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NON-DREAMING sleep causes new neuron NON-DREAMING sleep causes new neuron CONNECTIONS to be automatically repeatedCONNECTIONS to be automatically repeated
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Research shows that TOO LITTLE SLEEP or Research shows that TOO LITTLE SLEEP or IMPAIRED SLEEP = IMPAIRED LEARNINGIMPAIRED SLEEP = IMPAIRED LEARNING
Alcohol ingested after a day of learning inhibits Alcohol ingested after a day of learning inhibits dreaming sleep and impairs memory storage of dreaming sleep and impairs memory storage of the day’s informationthe day’s information
Drugs of abuse used after learning have similar Drugs of abuse used after learning have similar bad effects on sleep and the day’s learningbad effects on sleep and the day’s learning
A majority of teens, college students and A majority of teens, college students and working adults in the US are sleep-deprivedworking adults in the US are sleep-deprived
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Of the 5 major learning promotersOf the 5 major learning promoters
INNATE LEARNING PROGRAMSINNATE LEARNING PROGRAMS (Gallistel, (Gallistel, 2002)2002)
REPETITION of INFORMATIONREPETITION of INFORMATION(Squire and Kandel, 2000)(Squire and Kandel, 2000)
EXCITEMENTEXCITEMENT at the time of learning at the time of learning (Cahill & Gorski, 2003; LeDoux, 2002)(Cahill & Gorski, 2003; LeDoux, 2002)
EATING CARBOHYDRATESEATING CARBOHYDRATES at time of at time of learning learning (Korol, 2002)(Korol, 2002)
8-9 HOURS OF SLEEP8-9 HOURS OF SLEEP after learning after learning (Kuriyama, Stickgold, & Walker, 2004)\(Kuriyama, Stickgold, & Walker, 2004)\
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TEACHERS CAN CONTROL TEACHERS CAN CONTROL ONLY 2 PROMOTERSONLY 2 PROMOTERS
Repetition Repetition & &
ExcitementExcitement
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TEACHERS CAN CONTROL TEACHERS CAN CONTROL ONLY 2 PROMOTERSONLY 2 PROMOTERS
Repetition Repetition & &
ExcitementExcitement
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BUT TEACHERS CAN ALSOBUT TEACHERS CAN ALSO
PERMIT AND ENCOURAGE PERMIT AND ENCOURAGE
HEALTHY CARBOHYDRATE SNACKING HEALTHY CARBOHYDRATE SNACKING ANDAND
TALK TO STUDENTS AND PARENTS ABOUT THE TALK TO STUDENTS AND PARENTS ABOUT THE
IMPORTANCE OF SLEEPIMPORTANCE OF SLEEP