UNIT 3 Our Amazing Brain Reading 1 Sleep , Memory and Learning Reading 2 Brains under Construction

1. UNIT3 Our Amazing Brain Reading1 Sleep,MemoryandLearning Reading2 BrainsunderConstruction UnitGoals Inthisunit,studentswillbeableto • examinemajorresearchfindingsabouttherelationshipsbetweensleep,memoryand learning,andunderstandhowimportantsoundsleepis. • understandthechangestakingplaceinadolescentbrainsandtheirimplications,and howtoensuretheyreachtheirownpotential.

2. READING1 Sleep,Memoryand Learning Intro Cuttingbackonsleepcantakeatollonteens. Unfortunately,however,sleephasbecomeascarce commodityamongKoreanteenagers.InReadingI, wewillreadastoryaboutaHarvardfreshman.We willalsoreadaboutresearchfindingsconcerning howandwhysleepdeprivationnegativelyaffects ourmemory. Whatarethebenefitsofagoodnight’ssleep?

3. GetReady A Whatdoyouthinkaboutthefollowingstatement?Checkyourthoughts. DisagreeDon’tknow Agree Statements 1.Shortsleepsintheafternoonarewasteful. 2.Exercisehelpsyoutofallasleepeasily. 3.Yourbodyadjuststosleepchangeseasily. 4.Unbalancedsleeppatternsshortenyourlife. 5.Tofunctionbest,apersonneedstogeteight hours’sleep. 6.Ahighcushionforyourheadenablesyoutosleep incomfort. 7.Ifyoucangetit,moresleepisalwayshealthier. 8.Thelessyousleep,thebetteryourschoolgrades. 9.Drinkinghotmilkhelpsyoutohaveasoundsleep. B C Compareyourresponsestothestatementsabovewithyourpartner.Thendiscussany differencesyouhave. Examinethewordsandputacheckmark(√)totheonesyouarefamiliarwith. Verbs □trigger □forgo □deprive □inhibit Etc. □neuralcircuit □endup □proceduralmemory □pullanall-nighter □shednewlighton □squeezeout Nouns □neuroscience □stroke □stereotype □semester □consolidation □acquisition □reduction Adjectives □optional □mandatory □extracurricular □occasional □profound □inadequate □recognizable □subsequent 073 Sleep,MemoryandLearning

4. Sleep,MemoryandLearning Agoodnight’ssleeptriggerschangesinthe brainthathelptoimprovememory,accordingtoa recentstudyledbyresearchersatamedicalcenter inIsrael.Thesefindings,reportedinthejournal Neuroscienceandcurrentlypublishedonline,might helptoexplainwhychildrenrequiremuchmoresleepthanadults. Theyalsopointtoaroleforsleepinthetreatmentof1strokepatients andotherindividualswhohavesufferedbraininjuries. AlwaysMoretoDo Severalmorningseachweek,Liz,aHarvardfreshmanfrom Toronto,Ontario,wakesupbefore6:00a.m.toparticipateinrowing practice.Ondayslikethesesheseldomsleepsmorethanseven hours,butit’snotforlackoftrying.Incontrasttothecollegestudent stereotype,Lizforgoesopportunitiestomeetfriendsinordertoget herassignmentsdoneandstillgettobedatareasonablehour.Even withoutknowingjusthowimportantsleepistoherabilitytolearn,she triestomaketimeforit. Onlyamonthandahalfintoherfirstsemesteratcollege,Liz alreadywishesshehadmoretimeforsleep.Theproblemis:“Younever feellikeyou’vedoneenough,” shesays,referringtoherschool demands.“Ifyou’renotworking, youfeellikeyoushouldbe.There’s alwaysmoretodo.”ForLiz, themanydemandsonhertime includeherchosensport,aswell •Tiredwomannotgettingenoughsleep 05 10 15 20 25 Q.1 Whatdoyouthinkthenew studyisabout? Q.2 Whatcanbeinferred about“thecollegestudent stereotype”? trigger neuroscience stereotype forgo semester mandatory 074 Unit3|OurAmazingBrain

5. •Coursework,sports,andotherextracurricularactivitiesrobstudentsofsleep.•Coursework,sports,andotherextracurricularactivitiesrobstudentsofsleep. asactivitieslikestudyingfor2optional,extracreditexamsthatsheand othersinherclasshavecometoviewasmandatoryforanyonestriving toexcel. Ofcourse,Lizisn’talone.Collegestudentsrepresentapartofthe populationthatdoesnotgetenoughsleep.Coursework,sports,and other3extracurricularactivities,andindependencefromparentsall plottorobstudentsofsleep.A2001studyfoundthatonly11percent ofcollegestudentsconsistentlysleptwell,while73percentexperienced Q.3 Whatismeantby“Lizisn’t alone”? 05 atleast4occasionalsleepissues. A2007surveybytheAmerican CollegeHealthAssociationfound QOnhowmanyofthepast7daysdidyouget enoughsleepthatyoufeltrestedwhenyou wokeupinthemorning? percentage 10 that40percentofstudentsfelt wellrestednomorethantwodays 20 15 17.5 16.5 16.014.9 perweek.Nolongerconsidered aharmlessaspectofcollegelife, poorsleepisnowthoughttohave asignificantimpactonmemory 10.410.7 01 10 5 0 7.07.1 67days 15 2 3 4 5 andlearning. source:ACHA-NCHA,August30,2007 •Enoughsleepinaweek 1stroke:suddenlossofconsciousnesscausedbyobstructionofabloodvesselofthebrain 2optional:lefttochoice 3extracurricular:notpartofone’sregularwork,orroutine. 4occasional:occurringfromtimetotime 075 Sleep,MemoryandLearning

6. TheLearningProcessandSleep Sleep,learning,andmemoryarecomplexphenomenathatarenot entirelyunderstood.However,animalandhumanstudiessuggestthat bothquantityandqualityofsleephaveaprofoundimpactonlearning andmemory.Researchsuggeststhatsleephelpslearningandmemory intwoways.First,apersondeprivedofsleepcannotfocusattention preciselyandthereforecannotlearnefficiently.Second,sleepitselfhas aroleinthe5consolidationofmemory,whichisessentialforlearning newinformation. Althoughtheexactmechanismsarenotknown,learningandmemory involvethreedistinctbrainprocesses:6acquisition,consolidation, and7recall.Acquisitionistheprocessbywhichthebrainreceives information—beitalistoffactsorthepropertechniqueforshooting afreethrow—andstoresthisinformationwithinitsneuralcircuits asmemory.Consolidationisaprocessthatcanextendoverminutes, hours,orevendays,duringwhichconnectionsinthebrainare extended,andstrengthenedorweakenedsuchthatamemoryendsup inamorestableandusefulform.Recallisthelastimportantstepin learning,inwhichthebrainaccessesandutilizesstoredinformation, oftenbringingmemoriesbacktomind. •Threedistinctbrainprocesses ImpactofSleepDeprivationonLearning Inadequatesleepnegativelyaffectsallthreelearningprocesses. 05 10 15 20 Q.4 Whatarethethree learningprocessestaking placeinthebrain? profound deprive endup inadequate recognizable reduction inhibit 076 Unit3|OurAmazingBrain

7. Acquisitionandrecallsufferinthemostrecognizableway.ItissimplyAcquisitionandrecallsufferinthemostrecognizableway.Itissimply moredifficulttoconcentratewhenwearedeprivedofsleep;thisaffects ourabilitytofocusonandgatherinformationpresentedtousandour abilitytoremembereventhosethingsweknowwehavelearnedinthe past.Thelessobvious—butpossiblymoreprofound—impactofsleep deprivationonlearningistheeffectthatmanysleepresearchersthink ithasonmemoryconsolidation. 05 •Sleepdeprivationhasaneffectonmemoryconsolidation. Althoughnooneknowsexactlyhowsleepenablesmemory consolidation,anumberofstudieshaveshownthatareductionin 10 15 totalsleeptimeorspecificsleepstagescandramaticallyinhibita person’sabilitytoconsolidaterecentlyformedmemories.Deprived sleepappearstoaffectthebrain’sabilitytoconsolidatebothfactual information—suchaswhatyouhadforbreakfastorthatParisis thecapitalofFrance—and8proceduralmemoriesabouthowtodo variousphysicaltasks—suchasridingabicycleorplayingthepiano. Researchsuggeststhatthemostcriticalperiodofsleepformemory consolidationistheoneimmediatelyfollowingalesson.Ifthis opportunityislost—suchaswhenastudent9pullsan“all-nighter”—it 5consolidation:theactorprocessofcombiningmanyseparatepeople,thingsorideasinto onesolidunit 6acquisition:theactofgettingorreceivingsomething 7recall:theactofbringingbackinformation 8proceduralmemory:atypeoflong-termmemoryaffectingperformanceofdifferent actionsandskills 9pullan“all-nighter”:tostayupallnight;tostayawakeallnighttostudy Q.5 077 Whatisthemajor consequenceofpoor sleep? Sleep,MemoryandLearning

8. generallycan’tbemadeup.Evenifsleepis“recovered”onsubsequentgenerallycan’tbemadeup.Evenifsleepis“recovered”onsubsequent nights,thebrainwillbelessabletoretainandmakeuseofinformation gatheredonthedaybeforetheall-nighter. MakingTimeforSleep Thesefindingshaveshednewlightontheimportanceofmaking timeforsleep,notonlyforcollegestudents,butforanyonewho wantstocontinuetolearn.Thatdoesn’tmeanfindingthetimefor sleepisalwayseasy.Formanypeople—eventhosewhorecognizethe importanceofsleep—balancingwork,school,family,socialactivities, andpersonaltimecanbedifficult,andsleepisoftenoneofthefirst activitiestoget10squeezedout. EarlyinherfirstsemesteratHarvard,Lizfeelslikesheismaintaining ahealthybalance,butjustbarely.Strivingtogetthemostoutofher timeincollege,sheadmitsthatit’ssometimeshardtoseesleepasan importantpartofhergoalsinstudiesandsports.Butthat’sexactly whatmanyresearcherssaysleepis.Ratherthanthinkingofsleepas wastedtimeorevenastimeoff,theysayweshouldinsteadviewsleep asthetimewhenourbrainisdoingsomeofitsmostimportantwork. 05 10 15 Q.6 Whyisitdifficulttofind timeforsleep? Q.7 Whatdomanyresearchers thinkofsleep? •Tiredteenagersleepingonthebooks force(into,out,through,etc.)bypressing 10squeeze:to subsequent makeuseof shednewlighton squeezeout 078 Unit3|OurAmazingBrain

9. AfterYouRead A Fillintheboxesontopwiththreebrainprocessesoflearning.Thenputtherightword intheblankfromthebox. informationand this Duringthefirstphaseoflearning,thebrain informationwithintheneural asamemory. Consolidation Duringthesecondstepinlearning, inthebrainarestrengthened,extended, andeven . Duringthelaststepinlearning,thebrain andutilizesstoredinformation. alsobringsbackThemind. accessesbrainmemoriesconnectionstoweakenedcircuitsreceivesstores accesses memories connections weakened circuits receives stores B Decideifthefollowingsentencesaretrue(T)orfalse(F). 1.T 2.T 3.T 4.T 5.T F F F F F Duringsleep,thebraindoesnothing. Findingtimeforsleepisnotalwayseasy. Sleepdeprivationcanleadtolackofconcentration. Thecriticalperiodofsleepformemoryconsolidationisthetimejustbeforealesson. Poorsleeppreventsthebrainfromconsolidatingbothfactualinformationand proceduralmemories. C Trytoorderwordsinparenthesestocreateameaningfulsentence. 1.Agoodnight’ssleeptriggerschangesinthebrain(help,memory,that,to,improve). 2.(no,aspect,a,longer,harmless,considered)ofcollegelife,poorsleepisnowthought tohaveasignificantimpactonmemoryandlearning. 3.(most,striving,of,get,the,to,out)hertimeincollege,sheadmitsthatit’ssometimes (sleep,to,see,as,hard)animportantpartofhergoalsinstudiesandsports. 079 Sleep,MemoryandLearning

10. VocabularyFocus A MatchcolumnAwithcolumnBtogetameaningfulsentence. A 1.Thecandidateisplanningto 2.Fearonthestagecaninhibitpeople 3.Allyoudoisreinforcestereotypes 4.Datafieldsintheregistrationform 5.Studentsmayalsoconsolidatetheirwork 6.Anextracurricularprogramhelpsstudents B a.areeithermandatoryoroptional. b.plantheirstudyinastructuredway. c.bycarryingoutthisproject. d.forgoherrighttoatrialand feelguilty. e.bysayingstupidthingslikethat. f.fromexpressingtheiropinions. B Fillineachblankwiththerightwordsfromtheboxbelow. 1.Recentresearchhas 2.Avarietyofchemicalscan thecausesofthedisease. deepandrestfulsleep. 3.Developmentsonthisissuewillbedealtwithin reports. 4.Thedisasterhadagreat 5.Studentsoften ontheworld’sclimate. atthelibraryduringexamination. pullanall-nighter shednewlighton subsequent trigger impact C 080 Usingthewordsbelow,makeupyourownsentences. 1.pullanall-nighter,forgo,profound 2.inadequate,extracurricular,memory 3.stereotype,highschoolstudents,neuralcircuit Unit3|OurAmazingBrain

11. WorkTogether 1 SearchforaGoodNight’sSleep Whatdoyouhavetodotohaveagoodnight’ssleep?Whatdoyouhavetonotdo? Giveareasonforeachofyourideas. To-DoList Why awarmbathhelpstorelaxyour Todo awarmbathbeforegoingtobed. • Having body. • • • •Have • • • Not-To-DoList • Dontexerciseinthethreehoursbefore yougotobed. • • • Nottodo Why • Exercisekeepsyouup,aswellas decreasingthebrains“sleep”chemicals. • • • 2 Shareyour findings. 081 Sleep,MemoryandLearning

12. READING2 Brainsunder Construction Intro Thebrainisthemostcomplex,remarkableorgan inthehumanbody.Scientistssaythatthegreatest spurtsinbraingrowth,afterourbabyyears,occur aroundadolescence.InReading2,wewillread abouthowchangesinthebraincontributeto changesinbehaviorandwhatinfluencesthose changesduringadolescence. Whendoyouthinkyourbrainchangesthemost?

13. GetReady A Testyourknowledgeaboutthehumanbrain.Putacheckmark(√)ontrue(T)or false(F)foreachstatement. T √ T T T T T T T T F F F F √ F F F F F Statements 1.Thebraincanfeelnopain. 2.Thebrainismadeupof30%ofwater. 3.Humansuseonly10%ofthebrain. 4.Mosthumanbrainsstopgrowingatage25. 5.Alivingbrainistoohardtocutwithaknife. 6.Thehumanbrainisthefattestorganinthebody. 7.Thehumanbrainweighsabout3lbs(1.3kg). 8.Thereareabout100,000milesofbloodvesselsinthebrain. 9.Ifbloodtothebrainisstoppedforoneminute,youwilllose consciousness. T F B Examinethewordsandputacheckmark(√)nexttotheonesyouarefamiliarwith. Nouns □spurt □neuroscientist □puberty □impulse Verbs □hypothesize □prune □modulate □motivate Adjectives □initial □sober □manageable □vulnerable Etc. □foronething □prefrontalcortex □takeadvantageof □gothrough □coworker □cerebellum □geometry □algebra □implication Whatelsedoyouknowaboutthehumanbrain?Shareitwithyourpartner. C 083 BrainsunderConstruction

14. BrainsunderConstruction 1 Eventhoughadultswereonceteenagers,theyoftentreatteensasif they’refromMars.Manytimes,teensfeeltheywouldfitinbetteron anotherplanet. Thefeelingsaresowidespreadthatwecaneasilyfindonthe Internettitlessuchas“NowIKnowWhyTigersEatTheirYoung: SurvivingaNewGenerationofTeenagers”and“Help!MyFamilyIs DrivingMeCrazy:ASurvivalGuideforTeenagers.” Surginghormonesareoftenblamedforadolescentanxieties.More andmore,however,scientistsarerealizingthatimportantchanges occurinthebrainduringtheteenyears. Spurtsinbraindevelopment,notsuddenboutsofmadness,they say,mayhelpexplainwhyyoungpeoplestartcaringaboutdifferent things,actinginnewways,andtakingrisksastheyapproachadulthood. “Wedon’tthinkteenagebrainsaredamaged,”saysneuroscientist JayGiedd,thechiefofbrainimagingattheNationalInstituteofHealth (NIH)inBethesda,Md.“They’reunderconstruction.” SpurtsinBrainDevelopment Q.1 Whydoteensfeelthey’d fitinbetteronanother planet? Q.2 Whatmayexplainyoung people’schangesintheir behavior? 05 10 15 •Duringtheteenyearsimportantchangesoccurinthebrain. neuroscientist surge 084 Unit3|OurAmazingBrain

15. UseItorLoseItPrinciple Everytwoyearssince1991,agroupofyoungpeople(nowadults) hasbeencomingtoGiedd’slab.There,theparticipantshavetheir brainsscannedbyMRImachines,whichshowthedetailsofbrain structure.Studymembersalsoanswerquestionsabouttheirlivesand mentalhealth. Atfirst,Gieddlookedonlyatthebrainsofhealthychildrentoseeif hecouldfindphysicalevidenceofbrainchangeinchildrenwholater developedmentalillness.2Initialresults,hesays,weredisappointing. Thebrainseemstodevelopearlyandquickly. “Bythefirstgrade,thebrainisalreadyabout90percentofitsadult size,”Gieddsays. However,eventhoughthesizeofthebraindoesn’tchangemuch,a closerlookshowstherearegreatchangesinthesizeofitsparts. In1996,Giedd’steamreportedthattheamountofgraymatter(the typeofbraintissuethatprocessesinformation)increasesuntilabout age11ingirlsand13inboys.Afterthat,graymatterdecreases,while theamountofwhitematterincreases.Whitematterconnectsareasof graymatterandhelpsbraincellscommunicatewitheachother. 05 10 15 Q.3 WhywasGiedd disappointedattheinitial resultsofhisresearch? Q.4 Whatisthemainfunction ofwhitematter? Sensorimotor area Abilitytoremember thelyricstooffensive hiphopsong... Haveno idea... Cars,carscars, cars,and... oh,yeah,girls... Embarrassedby parentssection Prefrontal Girlsaresuddenly fascinatingsection SchoolWork (smallestsection ofthebrain) Abilitytolistento extremelyloud basetracks •Ateenager'sbrain 1spurt:ashortperiodofgreatlyincreasedeffort,activity,ordevelopment 2initial:occurringatthebeginningofsomething 085 BrainsunderConstruction

16. Theseresultsmean,foronething,thatgirls’brainstendtomature morequicklythandoboys’brains.Theresultsalsosuggestthat childrenarebestatlearninghowtoplaymusicalinstrumentsorsports anddevelopingotherskillsbetweenages7and11.That’swhentheir graymatterisincreasingthefastest. •Childrenarebestatlearninghowtoplaymusicalinstrumentsorsportsbetween7and11. Giedd3hypothesizesthatthegrowthingraymatterfollowedby the4pruningofconnections(whitematter)isaparticularlyimportant stageofbraindevelopment,duringwhichwhatteensdoornotdocan affectthemfortherestoftheirlives.Hecallsthisthe“useitorloseit principle,”andtellsFRONTLINE,“Ifateenisdoingmusicorsportsor academics,thosearethecellsandconnectionsthatwillbehardwired. Ifthey’relyingonthebedorplayingvideogamesorMTV,thoseare thecellsandconnectionsthataregoingtosurvive.” TheBrainGrowingAgain Gieddandhiscolleaguesfoundthatinanareaofthebraincalledthe prefrontalcortex,thebrainappearedtobegrowingagainjustbefore puberty.Theprefrontalcortexsitsjustbehindtheforehead. Itisparticularlyinterestingtoscientistsbecauseitactsasthe “5CEOofthebrain,”controllingplanningandworkingmemory,aswell as6modulatingmood.That’salsothepartofthebrainthatcontrols socialactivity,andthat’sthetimeoflifewhenkidsstarttocaremore Q.5 Whenduringaperson’slife doesgraymatterincrease thefastest? Q.6 Whatisthe“useitorloseit principle”? 05 10 15 20 foronething prefrontalcortex puberty impulse sober coworker cerebellum 086 Unit3|OurAmazingBrain

17. aboutfriendsandwhatotherpeoplethinkofthem.Astheprefrontal cortexmatures,teenagerscanreasonbetter,developmorecontrolover impulses,andmakebetterjudgments.Infact,thispartofthebrainhas beencalled“theareaofsobersecondthought.” Thebrain’sprefrontalcortexseemstoundergoalotofdevelopment 05 duringtheteenyears.“Thebottomlineisthatthebrainisveryplastic,” Gieddsays.“Itchangesmuchmorethanweusedtothink.” Adolescence,inparticular,appearstobeaverybusytimeforthat wrinkledlumpbehindtheforehead.“Duringthistime,thereareso Q.7 Whendoesthebrain appeartohaveagrowth spurt? manychanges,thepotentialtolearnthingsisaboutashighasitwill everbe,”Gieddsays. AmongthemostsurprisingthingsthatGieddandhiscoworkers havefoundisthatthebraindoesnotstopdevelopinguntilpeopleare intheirmid-20s. “Initially,wethoughtwe’dstudyoursubjectsuntiltheywere16 or18,”Gieddsays.“Recently,however,wethought,‘Wow,weshould followoursubjectslongertofindoutwhenthingsstopmaturing.” PREFRONTALCORTEX 10 15 Q.8 Whatinhisresearchmost surprisedGieddandhis coworkers? CEREBELLUM •Braincortex 3hypothesize:tosuggest(anideaortheory) 4prune:tocutoffunwantedorunnecessarythings 5CEO:ChiefExecutiveOfficer 6modulate:toalteroradaptsomethingaccordingtothecircumstance 087 BrainsunderConstruction

18. Thescientistsnowhavesome4,000brainscansfrom2,000people. Forsomeindividuals,theyhavesixorsevenscanscovering15yearsof development. NoExcusebutManageable Ittook10yearsfortheresearcherstomapthepatternsandtiming ofbraindevelopment.Now,they’retryingtodeterminehowchanges inthebraincontributetochangesinbehavior.Theyalsowanttoknow whetherschool,music,sports,diet,videogames,parenting,medicines, TV-watching,orotherfactorsinfluencethosechangesduring adolescence. 05 10 •School,music,sports,diet,orotherfactorsinfluencechangesin behaviorduringadolescence. Onegoalistolearnwhatteacherscandototakeadvantageofthe timewhentheirstudents’brainschangethemost.Ifsomepartsofthe braindevelopsoonerthanothers,forexample,perhapsschoolsubjects shouldbetaughtinadifferentsequence.“Maybethepartsofthebrain doinggeometryaredifferentfromthepartsdoingalgebra,”Gieddsays, Q.9 WhatdoesGieddsayisthe ultimatepurposeofhis research? 15 manageable curfew takeadvantageof geometry algebra gothrough implication 088 Unit3|OurAmazingBrain

19. “Wehaven’thadsolidlinkslikethis,butthat’swhatwe’reshootingfor.”“Wehaven’thadsolidlinkslikethis,butthat’swhatwe’reshootingfor.” Knowingwhattheirbrainisgoingthroughmightalso7motivate teenagerstochangetheirpriorities.“Whatyoudowithyourbrain duringthattime,”Gieddsays,“couldhavealotofgoodorbad implicationsfortherestofyourlife.” Eventually,brainstudiesmighthelpresolveconflictsathome. Teenagersarecapableoflearningalot,butthepartsoftheirbrains relatedtoemotionanddecision-makingarestilldeveloping.Astheir brainsundergorewiring,teenagersareparticularly8vulnerabletorisky behavior,suchasdrinkingandfastdriving. Braindevelopmentisnoexcuseforbreakingcurfewortakingbig 05 10 Q.10 Towhatareteenagers particularlyvulnerable? risks.Understandingwhatisgoingoninthemind,however,canmake thesituationmoremanageableforeveryone. •Whatyoudoduringteenyearscouldhavealotofgoodorbad implicationsfortherestofyourlife. 7motivate:togive(someone)areasonfordoingsomething 8vulnerable:easilyhurtorharmedphysically,mentally,oremotionally 089 BrainsunderConstruction

20. AfterYouRead A Decideifthefollowingsentencesaretrue(T)orfalse(F). 1.T 2.T 3.T 4.T FWhentheirbrainsaredamaged,kidsstartcaringaboutdifferentthings,actingin newways,andtakingrisks. FTeenagersareparticularlyvulnerabletoriskybehavior,suchasdrinkingand drivingtoofast,astheirbrainsundergorewiring. FKnowingwhatisoccurringintheadolescentbrainmightalsomotivateteenagers tochangetheirownpriorities. FChangesinthebrainduringadolescenceisanacceptableexcuseforteenagersto breaksocialrules. B Readthetextagainandanswerthefollowingquestions. 1.Q:WhatdidGieddreportaboutgrayandwhitematter? A:Theamountof increasesuntilaboutage11ingirlsand13in boys.Afterthat,theamountofgraymatter ,whiletheamountof increases. 2.Q:Whatisthe“useitorloseitprinciple”thatGieddhypothesizes? A:The ingraymatterfollowedbythe ofconnections(whitematter) isaparticularlyimportantstageofbraindevelopmentinwhichwhatteensdoornot docan themfortherestoftheirlives. 3.Q:WhatisoneofthemostsurprisingthingsGieddandhiscoworkersfound? A:Inanareaofthebraincalledthe ,thebrainappearstobegrowing againjustbefore .Brainsdonotstop untilpeopleareintheirmid-20s. C Choosethewordsfromtheboxbelowthatbestfilleachblankofthefollowingsummary. Adultsoftentreatteenslikethey’refromMarsandteenagersfeeltheywould inbetteronanotherplanet.Astheirbrainsundergo ,teenagersareparticularly toriskybehavior.Braindevelopmentisneveranacceptable forrisky behavior.Understandingwhatisgoingoninthemind,however,canmakethesituation more foreveryone. vulnerable fit excuse rewiring manageable 090 Unit3|OurAmazingBrain

21. VocabularyFocus A MatchcolumnAwithcolumnBtogetameaningfulsentence. A 1.Hestands6ft.2in. 2.Theyhavehypothesized 3.Thesituationwasnotasserious 4.Theseorgansmodulate 5.Theyshouldhavepruned 6.Shesaysshehasexperienced B a.backtheunwantedbranches. b.afterarecentgrowthspurt. c.theamountofsaltinthebody. d.arelationshipbetweenthetwospecies. e.aswehadinitiallybelieved. f.suddenunexpectedsurgesofanxiety. B Choosethewordthatbestcompleteseachpairofsentencesfromtheboxbelow. 1•Girls’brainstendto morequicklythandoboys’brains. •Hisparentsdidn’tthinkhewas 2•Shoppingwithacreditcardcanleadto enoughtoliveonhisown. buying. •Thebasisremainsthatnocellororgancanfunctioncorrectlywithoutitsfullsupplyof nervous . 3•Theysaytheprofessor’sdaughterreached grade. •Girlsaremuchmorelikelytodevelop laterthanmostofthechildreninher atanearlierage. 4•Brainstudiesmighthelp •Theimageeventually 5•MRImachinesshow •Iamgoingtohavethecar conflictsathome. intotheshapeofaperson’sbody. ofbrainstructure. beforeItrytosellit. mature detail(s/ed) resolve(d) impulse(s) puberty C Usingthewordsbelow,makeupyourownsentences. 1.puberty,grow,brain 2.adolescence,appear,wrinkledlump 3.spurt,development,differentthings 091 BrainsunderConstruction

22. WorkTogether BrainTrainer A B Doyouthinkamachinecanimprovebraincapabilities? ReadthefollowingInternetadvertisementforabraintrainerandanswerthequestions. Tochangeyourmind... TrainYourBrain! •Improvefocus,memory,mood,sleep,appetite. •Dealwithphysicalandemotionalpainandloss. •Experiencetheidealperformancestate. YoucanhaveitwiththeActivBRAIN. Ourpriceisbyfarthebestyouwillfindanywhere. Quantityislimited. Home BrainTraining GettingStarted BuyTraining BuyEquipment GettingstarteddoingNowmeetthelatest braintraining.technologyforyou! Whatisbrain training?HowcanI BuySoftware learnmore? Youexerciseto changeyourbody. Nowexerciseto makelastingchanges inattention,memory, mood,control,pain, sleep,andmore. Weofferequipment, softwareandtraining choices.OurGetting Startedpagesdescribe whatyouneedto getstarted,and giveyouequipment comparisonstohelp withyourdecisions. OurBuyEquipment, BuyTrainingandBuy Softwarepagestakeyou tothelatesttechnology foryou.Weare independentofany neuro-feedbackequipment manufacturers. 1.Whateffectscanyouanticipatefrombraintraining? 2.Ifyouusedthebraintrainer,howwouldyouutilizeit? 3.Thinkabouthowtotrainyourbrainandincreaseyourbrainpower.Discussyour ideaswithyourpartner. Howtotrainmybrain Howtoincreasemybrainpower • • • • 092 Unit3|OurAmazingBrain

23. CheckYourself 1 WhichofthefollowingdoesNOTfitinthepassage? Severalmorningseachweek,Liz,aHarvardfreshmanfromToronto, Ontario,wakesupbefore6:00a.m.toparticipateinrowingpractice.1 Ondayslikethesesheseldomsleepsmorethansevenhours,butit’snot forlackoftrying.2Infact,shehasbeensufferingfromsleeplessness.3 Incontrasttothecollegestudentstereotype,Lizforgoesopportunitiesto meetfriendsinordertogetherassignmentsdoneandstillgettobedata reasonablehour.4Evenwithoutknowingjusthowimportantsleepisto herabilitytolearn,shetriestomaketimeforit. 2 Whatisthemainideaofthepassage? Althoughnooneknowsexactlyhowsleepenablesmemoryconsolidation, anumberofstudieshaveshownthatareductionintotalsleeptimeorspecific sleepstagescandramaticallyinhibitaperson’sabilitytoconsolidaterecently formedmemories.Deprivedsleepappearstoaffectthebrain’sabilityto consolidatebothfactualinformation—suchaswhatyouhadforbreakfastor thatParisisthecapitalofFrance—andproceduralmemoriesabouthowtodo variousphysicaltasks—suchasridingabicycleorplayingthepiano.Research suggeststhatthemostcriticalperiodofsleepformemoryconsolidationisthe oneimmediatelyfollowingalesson.Ifthisopportunityislost—suchaswhen astudentpullsan“all-nighter”—itgenerallycan’tbemadeup.Evenifsleep is“recovered”onsubsequentnights,thebrainwillbelessabletoretainand makeuseofinformationgatheredonthedaybeforetheall-nighter. reducingsleeptime consolidatingmemory recoveringmemoryloss inhibitingproceduralmemories 1 2 3 4 093 CheckYourself

24. 3 Whichonebestfitsinbothblanks? EarlyinherfirstsemesteratHarvard,Lizfeelslikesheismaintaininga healthybalance,butjustbarely.Strivingtogetthemostoutofhertimein college,sheadmitsthatit’ssometimeshardtoseesleepasa(n) partofhergoalsinstudiesandsports.Butthat’sexactlywhatmany researcherssaysleepis.Ratherthanthinkingofsleepaswastedtimeoreven astimeoff,theysay,weshouldinsteadviewsleepasthetimewhenourbrain isdoingsomeofitsmost work. small important trivial stable 1 2 3 4 4 Whichstatementsarecorrectaccordingtothepassage? Learningandmemoryinvolvethreedistinctbrainprocesses:acquisition, consolidation,andrecall. •Acquisitionistheprocessbywhichthebrainreceivesinformation—beita listoffactsorthepropertechniqueforshootingafreethrow—andstores thisinformationwithinitsneuralcircuitsasamemory. •Consolidationisaprocessthatcanextendoverminutes,hours,oreven days,duringwhichconnectionsinthebrainareextendedandstrengthened orweakenedsuchthatamemoryendsupinamorestableandusefulform. •Recallisthelastimportantstepinlearning,inwhichthebrainaccessesand utilizesstoredinformation,oftenbringingmemoriesbacktomind. (A)Recallprocessinvolvesrecyclinglostmemory. (B)Inconsolidationprocess,someinformationispruned. (C)Throughconsolidationprocess,amemoryisstoredpermanently. (D)Inacquisitionprocess,newinformationisstoredinthebrain. (A)&(B) (B)&(C) (A)&(D) (C)&(D) 1 2 3 4 094 Unit3|OurAmazingBrain

25. 5 Whichtwowordsbestfitintheblanks? Gieddandhiscolleaguesfoundthatinanareaofthebraincalledthe prefrontalcortex,thebrainappearedtobegrowingagainjustbeforepuberty. Theprefrontalcortexsitsjustbehindtheforehead. Itisparticularlyinterestingtoscientistsbecauseitactsasthe“CEOofthe brain,”controllingplanningandworkingmemory,aswellasmodulating mood.Astheprefrontalcortex(A) developmorecontrolover(B) ,teenagerscanreasonbetter, ,andmakebetterjudgments.In fact,thispartofthebrainhasbeencalled“theareaofsobersecondthought.” (A) accumulates accommodates withdraws matures (B) attainment constitution hesitation impulses – – – – 1 2 3 4 6 Whatisthecorrectorderafterthegivensentences? Theresultsalsosuggestthatchildrenarebestatlearninghowtoplay musicalinstrumentsorsportsanddevelopingotherskillsbetweenages7and 11.That’swhentheirgraymatterisincreasingthefastest. (A)Hecallsthisthe“useitorloseitprinciple,”andtellsFRONTLINE,“If ateenisdoingmusicorsportsoracademics,thosearethecellsand connectionsthatwillbehardwired. (B)Ifthey’relyingonthebedorplayingvideogamesorMTV,thosearethe cellsandconnectionsthataregoingtosurvive.” (C)Gieddhypothesizesthatthegrowthingraymatterfollowedbythe pruningofconnections(whitematter)isaparticularlyimportantstageof braindevelopment,duringwhichwhatteensdoornotdocanaffectthem fortherestoftheirlives. (A)(B)(C) (B)(C)(A) (C)(A)(B) (C)(B)(A) 1 2 3 4 095 CheckYourself

26. 7 8 Whichisthebestplaceforthegivensentence? Teenagersarecapableoflearningalot,butthepartsoftheirbrainsrelated toemotionsanddecision-makingarestilldeveloping. Knowingwhattheirbrainisgoingthroughmightalsomotivateteenagers tochangetheirpriorities.(1)“Whatyoudowithyourbrainduringthat time,”Gieddsays,“couldhavealotofgoodorbadimplicationsfortherestof yourlife.”(2)Eventually,brainstudiesmighthelpresolveconflictsathome. (3)Astheirbrainundergoesrewiring,teenagersareparticularlyvulnerable toriskybehavior,suchasdrinkingandfastdriving.(4)Braindevelopment isnoexcuseforbreakingcurfewortakingbigrisks.Understandingwhatis goingoninthemind,however,canmakethesituationmoremanageablefor everyone. Whatcanbeinferredfromthepassage? JayGieddandhiscolleagueshavegivenusanewwindowinto understandinghowthebraindevelopsbeforeandduringadolescence. However,knowingmoreaboutthestructureofthebraindoesnotnecessarily tellusmoreaboutthefunctionofthebrain.Itisagoodhypothesisthatif aparticularstructureisstillimmature,thefunctionsitgovernswillshow immaturity.Thus,thereisfairlywidespreadagreementthatadolescents takemorerisksatleastpartlybecausetheyhaveanimmaturefrontalcortex, becausethisistheareaofthebrainthattakesasecondlookatsomething andreasonsaboutaparticularbehavior.However,movingfromstructureto function,decidingwhatbehavioriscausedbywhatpartofthebrainismuch morecomplicated. Unresolvedissuesstillremainaboutadolescentbrains. Gieddclearlyidentifiedhowadolescentbrainsarestructured. Gieddprovideduswithaclearpictureofhowadolescentbrainsfunction. Itiswellestablishedthatimmaturebrainstructuresareresponsiblefor immaturebehaviors. 1 2 3 4 096 Unit3|OurAmazingBrain

27. SpeedReading5 HowCanIImprove ConcentrationandMemory? Attention(orcon- centration),andmemory arerelatedmental skills.Infact,many memorycomplaints havenothingtodowith theactualabilityto rememberthings.They comefromafailuretofocusonthetaskathand. Taketheexampleofnotremembering whereyouparkedyourcaraftershoppingata departmentstore.Itislikelythatyoudidnotpay muchattentiontowhereyouparkedthecarin thefirstplace,thusleavingyourbrainwithfew opportunitiestoregisteranyinformationthat couldberecalledlatertohelpyoufindyourcar. Thesamereasoninggoesfornotremembering whereweputourglasses! Weperformmanyofouractionsautomatically. Focusingourattention,however,requireseffort. Asyouknow,withage,thebrainneedsmore timetoprocessinformation.Alongwithspeed ofprocessinginformation,otherbrainfunctions decline.Acrucialabilityinvolvesfocusingwhile ignoringdistractions. Asweage,itthusgetsharderandharder topayattention.Butfocusingourattention onthetaskathandiskeyforbettermemory performance.Whatcanwedothentoimprove concentrationandmemory? Onegeneralsolutionistokeepthebrain healthy.Thiscanbedonebyadheringtothe mainpillarsofbrainhealthandmaintenance: balanceddiet,physicalexercise,cognitive stimulation,stressmanagement,andsocial engagement. HowtoImproveConcentration •Focusonthetaskathand.Iftalkingwith someone,askquestions.Andifreadinga bookorareport,askyourselfhowyouwould summarizewhatyoujustreadtoafriendorto yourfamily. •Ingeneral,avoidand/oreliminatedistractions. Tuneouteverythingelse.Theharderthe task,themoreimportantitistotuneout distractions. •Donottrytodoubleormultitask.Multi taskingdividesyourattentionandincreases yourerrors.Attentionislimited.When youtrytodoseveralthingsatonce,you necessarilyhavetodivideyourattentionand thusconcentratelessoneachindividualtask. •Usemeditation.Severalstudieshaveshown thatmeditationcanbeagoodbrain-training toolthataffectsespeciallyconcentration skills. HowtoImproveMemory •Payattentionandconcentrate!(seeabove) •Relatetotheinformationyouarelearning. Themorepersonaltheinformationbecomes, theeasieritistoremember.Askyourselfhow itmakesyoufeel.Askyourselfwhereelseyou haveheardthis.Askyourselfwhetherthereis somethinginyourpersonalliferelatedtothis pieceofinformation. •Repeattheinformation.Comebacktoit morethanonce.Thishasbeenfoundin manystudies:repeatedinformationiseasier torecall.Spacedretrieval(amethodwith whichapersoniscuedtorecallapieceof 097 SpeedReading5|HowCanIImproveConcentrationandMemory?

28. informationatdifferentintervals)isoneof theraretechniquesthatshowpositiveresults withAlzheimer’spatients. •Elaborateontheinformation:thinkaboutit. Thingsthathaveaclearmeaningareeasier torememberthannotionsthatareabstract. Tryingtoattachmeaningtotheinformation youaretryingtomemorizewillmakeiteasier torecalllater.Yourbrainwillhavemore cuestolookfor.Forinstance,trytopicture theinformationinyourmind.Picturesare mucheasiertomemorizethanwords.To rememberfiguresandpercentages,itismuch easiertopicturetheminagraph.Relatethe informationtosomethingyouknowalready. Let’sPutItAllTogether:RememberingNames Weoftenforgetnamesinafewsecondsafter wehaveheardthem.Mostofthetimethis phenomenoncanberelatedtoalackofattention orconcentration.Itisalsocausedbythefact thatnameshavenospecificmeaningandare thushardtomemorize.Supposethattodayyou areintroducedtoKim: “IcanneverrememberafacebutIalways forgetaname.” 1.Payattentiontothename:AskKimtorepeat hername,ifyoudidnothearitverywell. Makeaconsciouseffortoftryingtomemorize thename:Focusonit. 2.Relatetothename:Whatdoesthisperson makeyoufeellike?Doyouknowsomeoneelse withthesamename?Thinkaboutthisother person. 3.Repeatthename:Usethenameseveraltimes inyourconversation.Youcanalsogetoutthe person’sbusinesscardandreadhernameover andover. 4.Elaborateonthename:Relatethenameto previousinformation.Pictureherfacelateron inthedayasyourepeathername.748words Self-check 1streading 2ndreading 3rdreading mins. mins. mins. Readtheabovepassage,andanswerthequestions. Aswegetold,whatbrainfunctionsdecline? Tokeepourbrainhealthy,whatcanwedo? Whilereadingabook,whatstrategycanyouusetohelpimproveyourconcentration? What3typesinformationiseasiertoremember? Whyarenamesthoughttobehardtoremember? Unit3|OurAmazingBrain Q1 Q2 Q3 Q4 Q5 098

29. SpeedReading6 WhatIstheBrain? Thebrainisthecontrolcenter foryourbodyanditsitsinyour skullatthetopofyourspinalcord. Thebrainhasthreemainparts. •Thecerebellum,whichcontrolsandcoordinates movementsofthemuscles •Thecerebrum,whichhastwoparts,theleft andrightcerebralhemispheres •Thebrainstem,whichcontrolstheactionsof yourbodysuchasbreathingandheartbeat Yourbrainiswrappedin3layersoftissue andfloatsinaspecialshockprooffluidtostopit fromgettingbumpedagainsttheinsideofyour skullasyourbodymovesaround. WhattheBrainDoes Yourbrainismorepowerful,morecomplex andmorecleverthananycomputereverbuilt. Yourbrainisconstantlydealingwithhundreds ofmessagesfromtheworldaroundyouand fromyourbody,whiletellingyourbodywhatto do.Itgetsmessagesfromyoursenses–seeing, hearing,tasting,smelling,touching,andmoving. Themessagestravelfromnervecellsalloveryour body,alongnervefiberstosensorsinthebrain. •Cranialnervescarrymessagestoandfromthe ears,eyes,nose,throat,tongueandskinon yourfaceandhead. Yourbraincollectsalltheinformation,sorts itout,thinks,remembers,creates,compares, solvesproblemsandcoordinatesactionsallat thesametime—evenwhenyou’reasleep! Ifyougettootiredordon’teatenoughfood, yourbraincan’tfunctionatitsmaximum capacity. ControlCentersoftheBrain Doctorsandscientistshavefoundthat differentpartsofthebrainareinchargeof differentthings.Thecerebellumcontrolsand coordinatesmovementsofthemuscles,like walkingorswingingthearms.Thisensures thatthemovementissmoothandcontrolled andyoudon’tfalloverwhenyouturnaround. Theoutsidelayerofthecerebrumhasspecial areas,whichreceivemessagesaboutsight, touch,hearingandtaste.Otherareascontrol movement,speech,learning,intelligenceand personality. Thebrainstemisinchargeofkeepingthe automaticsystemsofyourbodyworking.You don’thavetothinkaboutbreathing,youjustdo itautomatically,butyoucandecideifyouwant toholdyourbreath.Youdon’thavetothink aboutyourheartbeatingbecauseyourbrain keepsitgoingautomatically. InterestingFactsabouttheHumanBrain •Thespinalcordcarriesmessagestoandfrom•Doyouknowthatyourbrainhasaround100 thearms,legsandtrunkofthebody. billionnervecells? •Sensorynervescollecttheinformationand•Italsohas1,000billionothercells,which sendittothebrainviaanetwork.Motor nervesthentakethebrain’sordersbackalong anothernetwork(likecarstravelingalong theirownsideofthehighway.) coverthenervecellsandthepartsofthenerve cellsthatformthelinksbetweenonecelland another,feedthemandkeepthemhealthy. •Yourbrainkeepsongrowinguntilyouare 099 SpeedReading6|WhatIstheBrain?

30. about20yearsold.Bythenthebrainhas madelotsoflinkswhichitnolongerneeds. Inthatcase,itisabletoshedanyunwanted connectionsandstillhavebillionsofbrain cellslefttocopewithwhateveryoumaywant todo.Youcanstillmakenewconnections evenwhenyouare100yearsold,soget Grandmagoingonthecomputer—shemay notlearnasfastasyoubutshecandoit! •Thefrontofthehumanbrainislargerthan thatofanyanimal! •Theleftsideofyourbrainisusuallybetterat problemsolving,mathsandwriting. •Therightsideofthebrainiscreativeand helpsyoutobecomegoodatartormusic. •Thebrainstoresallsortsofthingsinthe memoryincludingfactsandfiguresandallthe smells,tastesandthingsyouhaveseen,heard ortouched. •Yourbraincanalsofindthingsthatyouhave remembered—suchashowtospellcerebellum. LookingAfterYourBrain Yourbrainisprotectedinsideyourskull,but couldstillbedamagedifyourheadishitor bumpsintosomethinghard. •Alwayswearahelmetwhenridingabike, scooter,orskateboard. •Alwayswearahelmetforsportsinwhichyou couldbehitorfall. •Neverdiveintowaterunlessyouknowhow deepitis. Apartfrommakingsurethatyoudon’tinjure yourbrain,youcanalsomakesurethatyouhelp yourbrainby: •Eatinghealthyfoodsuchasfishandfresh vegetables. •Exercisingyourbrainbylearningnewthings andtryingtorememberthem. •Gettingplentyofsleep. Thehumanbrainissocomplexthatdoctors andscientistsstilldon’tknowwhatsomepartsof itdo.Theydoknowthatifthebrainisdamaged, thedamageoftencannotberepaired.Doctors andscientistsknowhowsomeofthebrain worksandcansometimesfixitwhenthingsgo wrong,butthebrainistrulyamazingandwe don’tknowallitssecretsyet.845words Self-check 1streading 2ndreading 3rdreading mins. mins. mins. Readtheabovepassage,andanswerthequestions. Namethethreemainpartsofthebrain. Whatistheroleofcranialnerves? Whatisinchargeofkeepingtheautomaticsystemsofthebodyworking? Untilwhendoesthehumanbrainkeepgrowing? Describetheleftandrightsideofthebrain. Unit3|OurAmazingBrain Q1 Q2 Q3 Q4 Q5 100