Comparing and Contrasting (foundational for a number of cognitive processes and relationships)

1. Comparing and Contrasting (foundational for a number of cognitive processes and relationships)

2. Let’s take a look at how and where comparing and contrasting to learn comes into play in the brain using The Stage Metaphor

3. Let’s look at how learning occurs for the 1st paragraph (p. 201) under the heading Anxiety Disorder. The concept “normal disorder”, as well as the example “make or break tests” step on stage. The prefrontal cortex then looks into the audience to compare what is on stage to what it already knows. From Textbook: “Think about how you felt before a make-or-break exam or a big presentation – or perhaps as you noticed police lights flashing behind your speeding car. Did you feel jittery and nervous and experience tightness in your stomach? These are the feelings of a normal anxiety, an unpleasant feeling of fear and dread.” “ Concept: Normal anxiety Example: Unpleasant feeling- make or break test Re-expose Example: feeling- make or break test Time Interval Compare Contrast Stage: Prefrontal Cortex – where decisions are made THE STAGE

4. The prefrontal cortex (working memory) found related information in the audience (prior knowledge) and the prior knowledge steps on the stage. New information (normal anxiety) gets connected with prior knowledge (unpleasant feeling when taking a make or break exam. Example: unpleasant feeling- make or break test Concept: Normal anxiety Example: feeling- make or break test Re-expose Time Interval Compare Contrast Stage: Prefrontal Cortex – where decisions are made THE STAGE

5. Newly interconnected information (new information with prior knowledge) moves to the audience (memory). It is at this point that the reader wants to re-expose themselves to the new learning and elaborate on it (ex. recite) before continuing reading. The reader would also want to also re-expose and elaborate again within 90 minutes to really get the new learning stored. Learning Strategies Re-expose Elaborate Time Interval Concept: Normal anxiety Example: feeling- make or break test Stage: Prefrontal Cortex – where decisions are made THE STAGE

6. Let’s now look at how learning occurs using comparing and contrasting the 2nd paragraph with the 1st paragraph (p. 201) under the heading Anxiety Disorder. The concept “anxiety disorder”, as well as the example “make or break tests” step on stage. The prefrontal cortex then looks into the audience to compare what is on stage to what it already knows. In this case, comparing “normal anxiety” (1st paragraph) with “anxiety disorder (2nd paragraph).” From Textbook: “In contrast, anxiety disorders involve fears that are uncontrollable, disproportionate to the actual danger the person might be in, and disruptive of ordinary life.. They feature motor tension (jumpiness, trembling), hyperactivity (dizziness, a racing heart), and apprehensive expectations and thoughts.” Example: Fears that are uncontrollable & disruptive Concept: Anxiety Disorder Concept: Normal anxiety Example: feeling- make or break test Compare Contrast Stage: Prefrontal Cortex – where decisions are made THE STAGE

7. Venn Diagram Fears that are uncontrollable; disproportionate to the actual danger; disruptive of ordinary life. Unpleasant feeling of fear and dread. Fear and anxiety. differences similarities differences Clue: contrast Anxiety disorder Normal anxiety

8. When both new information (anxiety disorder) and prior learning (normal anxiety) are in working memory, learning can occur, especially if re-exposure and elaboration (ex. reciting) happen. Learning Strategies Re-expose Elaborate Time Interval Example: Fears that are uncontrollable & disruptive Concept: Anxiety Disorder Concept: Normal anxiety Example: feeling- make or break test Stage: Prefrontal Cortex – where decisions are made THE STAGE

9. Generalized Anxiety Disorder Psychological Disorders (Anxiety Disorders) Post-Traumatic Stress Disorder Panic Disorder Phobic Disorder Obsessive-Compulsive Disorder