DOCUMENT RESUME

ED 448 045 SE 064 338

AUTHOR Chetkovich, DaneTITLE Danger at Rocky River: A Memorable Misadventure. BrainLink:

Memory & Learning.INSTITUTION Baylor Coll. of Medicine, Houston, TX.SPONS AGENCY National Institutes of Health (DHHS), Bethesda, MD.ISBN ISBN-1-888997-20-6PUB DATE 1997-00-00NOTE 168p.; Illustrated by T. Lewis. Revised by Barbara Tharp and

Judith Dresden. Science notations by Nancy Moreno. For otherbooks in the BrainLink series, see SE 064 335-337.

CONTRACT R25-RR13454PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS Biology; *Brain; Content Area Reading; Elementary Education;

Human Body; Mathematics Education; *Memory; *Neurology;Problem Solving; Science Activities; *Science Instruction

ABSTRACTThe BrainLink project offers educational materials focusing

on current neuroscience issues with the goal of promoting a deeperunderstanding of how the nervous system works and why the brain makes eachindividual special while conveying the excitement of "doing science" amongupper elementary and middle school students. Project materials engagestudents and their families in neuroscience issues as they learn fundamentalphysical and neuroscience concepts and acquire problem-solving and decisionmaking skills. Each BrainLink unit targets a major neuroscience topic andconsists of a colorful science Adventures storybook, a comprehensiveTeacher's Guide to hands-on activities in science and mathematics, a ReadingLink language arts supplement, and a fun and informative Explorationsmini-magazine for students to use with their families at home or in theclassroom. This issue shows students how their brains store and retrieveinformation. (ASK)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Danger at Rocky River: A MemorableMisadventure.

Brain Link: Memory & Learning.

By Dane ChetkovichIllustrated by T. Lewis

Revised by Barbara Tharp and Judith DresdenScience notations by Nancy Moreno

2

BEST COPY AVAILABLE

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATION

Yt....r.4

CENTER (ERIC)is document has been reproduced as

received from the person or organizationoriginating it.

Minor changes have heen made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

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rp, M

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sden

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tegr

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n pa

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are

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eslie

Mill

er, P

h.D

., w

ho in

itial

ly le

d th

e pr

ojec

t, an

d to

Kat

heri

ne T

aber

, Ph.

D. a

nd K

aren

Kab

nick

, Ph.

D.,

for

thei

r co

ntri

butio

ns. O

ther

spec

ialis

ts w

ho p

rovi

ded

guid

ance

incl

ude:

Vic

ki A

ppel

, B.S

.N.;

Cas

sius

Bor

delo

n, P

h.D

.; Jo

ey E

nglis

h, B

.A.;

Car

l Fas

ser,

P.A

.C.;

Lau

ren

Luc

hi,

M.S

.G.;

Cra

ig P

owel

l, B

.S.;

Eri

k R

ober

son,

A.B

.; Sa

urab

h Si

nha,

B.S

.; Pa

tric

ia T

aylo

r, M

.A.G

.; an

d R

ober

t Tha

lman

n, P

h.D

. In

addi

tion,

man

ycl

assr

oom

teac

hers

and

thei

r st

uden

ts p

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le f

eedb

ack.

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also

are

ver

y gr

atef

ul f

or th

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uing

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port

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es P

atri

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h.D

., Pr

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sor

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the

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tanl

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, M.D

., Pr

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irm

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los

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.D.,

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irm

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f C

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.S.

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iam

Tho

mso

n, P

h.D

.B

rain

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ojec

t Fac

ulty

: Nan

cy M

oren

o, P

h.D

. and

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bara

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.S.

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rmat

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cal

l 1-8

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akes

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9

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11

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15

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es a

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ater

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uest

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mes

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ndpa

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2

The

Neu

roE

xplo

rers

The

Beg

inni

ngA

ll Jo

sh K

avil

saw

was

the

stop

sig

n. T

he n

ext t

hing

he

rem

embe

red

was

wak

ing

up in

the

hosp

ital.

He

had

been

rid

ing

his

bicy

cle

with

out a

hel

met

and

was

str

uck

by a

car

. His

sku

ll w

as f

ract

ured

, and

his

bra

in w

as b

adly

dam

aged

.So

me

good

cam

e of

Jos

h's

unfo

rtun

ate

acci

dent

. For

one

thin

g, h

ele

arne

d ne

ver

to r

ide

with

out a

hel

met

. Sec

ond,

his

mis

fort

une

was

the

begi

nnin

g of

the

Neu

roE

xplo

rers

.W

hen

Josh

's f

rien

ds c

ame

to v

isit

him

at W

orth

ingt

on R

egio

nal

Hos

pita

l, so

me

of th

em b

ecam

e fa

scin

ated

with

the

fiel

d of

neu

rosc

ienc

e.O

n th

eir

visi

ts, t

hey

met

a n

euro

surg

eon,

a n

euro

surg

ical

nur

se, a

neur

olog

ist a

nd a

neu

rora

diol

ogis

t. T

hese

wer

e m

edic

al s

peci

alis

ts h

elpi

ngpa

tient

s w

ho h

ad p

robl

ems

invo

lvin

g th

e br

ain

or o

ther

par

ts o

f th

ene

rvou

s sy

stem

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was

Kyl

e C

hris

tian'

s id

ea to

for

m th

e cl

ub. T

he m

embe

rs a

ll w

ante

d to

know

mor

e ab

out t

he n

ervo

us s

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m. T

hey

also

like

d to

sol

ve p

uzzl

es a

ndri

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s an

d ha

d an

inte

rest

in in

vest

igat

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som

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mys

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nce

they

for

med

the

club

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e vo

lunt

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d at

a c

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rfo

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e re

habi

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rain

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atie

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held

a N

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Fai

r an

d sp

ent a

day

inth

e ho

spita

l on

roun

ds w

ith a

neu

rolo

gist

.T

hey

have

lear

ned

a lo

t abo

ut h

ow th

e br

ain

and

nerv

ous

syst

em w

ork,

and

they

alw

ays

are

look

ing

for

exci

ting

thin

gs to

do

with

neur

osci

ence

.

Neu

rosc

ient

ists

stu

dy th

e br

ain

and

the

rest

of t

he n

ervo

us s

yste

m. T

heba

sic

build

ing

bloc

k of

the

nerv

ous

syst

em is

the

nerv

e ce

ll, o

r ne

uron

.T

he w

ord

"neu

ron"

com

es fr

om th

eG

reek

wor

d fo

r "n

erve

." H

ow m

any

wor

ds c

an y

ou fi

nd th

at s

tart

with

"neu

ro-"

?

The

Clu

b M

embe

rsK

yle

Chr

istia

nK

yle'

s fa

ther

is a

n ar

chae

olog

ist a

t Dar

gate

Uni

vers

ity a

nd o

ften

isaw

ay o

n di

gs.

Las

t yea

r, h

e to

ok K

yle

with

him

on

a sh

ort d

ig in

Bel

ize.

Kel

ly, K

yle'

s si

ster

,so

met

imes

doe

s th

ings

with

the

Neu

roE

xplo

rers

, alth

ough

som

e of

the

mem

bers

fee

lth

at s

he is

a li

ttle

youn

g fo

r th

e cl

ub. K

yle

likes

to r

ead

scie

nce

fict

ion

book

s an

dpl

ay c

ompu

ter

gam

es. H

is h

obby

is m

emor

izin

g fa

scin

atin

g tr

ivia

.

The

Bra

inW

hen

Ant

onio

Vel

asqu

ez-R

uiz,

alia

s T

he B

rain

, was

a to

ddle

r, h

e w

as v

ery

quie

tan

d ne

ver

trie

d to

talk

. One

day

he

sudd

enly

beg

an s

peak

ing

in c

ompl

ete

sent

ence

s. S

ince

then

, he

has

been

kno

wn

as th

e sm

arte

st b

oy in

tow

n. T

he tr

oubl

eis

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y hi

s be

st f

rien

d ca

n un

ders

tand

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Bra

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big

wor

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nten

ces.

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Bra

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mos

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ooks

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a ve

ry f

at d

ictio

nary

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et o

fen

cycl

oped

ias,

and

Gra

y's

Ana

tom

y.

Max

Mill

erM

ax h

as b

een

frie

nds

with

The

Bra

in s

ince

they

wer

e ba

bies

, and

that

's w

hy h

eun

ders

tand

s hi

m s

o w

ell.

The

y sp

end

mos

t of

thei

r tim

e to

geth

er. W

hile

The

Bra

in r

eads

, Max

oft

en w

orks

on

mod

els

of b

oats

and

pla

nes

or b

uild

s th

ings

with

woo

d. M

ax b

ecam

e in

tere

sted

in n

euro

logy

whe

n hi

s gr

andf

athe

r ha

dtr

oubl

e w

ith h

is m

emor

y an

d w

as d

iagn

osed

with

Alz

heim

er's

dis

ease

.

Lak

eish

a C

raw

ford

Lak

eish

a w

ants

to b

e a

ches

s gr

andm

aste

r,so

she

car

ries

a p

ocke

t che

ss g

ame

arou

nd w

ith h

er. S

he o

ften

thin

ks a

bout

thin

gs in

term

s of

che

ss p

robl

ems,

and

she

has

deve

lope

d a

good

mem

ory.

She

als

o lik

es to

pla

y ot

her

gam

es a

nd s

port

s.K

arat

e le

sson

s ar

e he

r la

test

pas

sion

. Lak

eish

a ha

sa

little

sis

ter

who

has

epi

leps

y.

1 ,5

16

't

Is le

y I

and

Is le

y ll

Iden

tical

twin

s, I

s le

y I

and

II (

even

thei

r pa

rent

s do

n't c

all t

hem

by

thei

r ac

tual

firs

t nam

es)

are

alw

ays

kidd

ing

each

oth

er. T

hey

both

love

spo

rts

and

play

socc

er, b

aseb

all a

nd b

aske

tbal

l. Is

ley

I co

llect

sba

seba

ll ca

rds

and

has

a 19

54M

icke

y M

antle

in g

ood

cond

ition

. Is

ley

II h

olds

the

reco

rd f

or c

onse

cutiv

eba

sket

ball

free

thro

ws

in h

is s

choo

l. T

heir

fat

her,

a b

ird-

wat

cher

, got

them

inte

rest

ed in

sci

ence

by

read

ing

to th

em f

rom

the

note

s of

Cha

rles

Dar

win

.

B.J

. Arm

stro

ngB

.J. s

pend

s a

lot o

f tim

e w

ith h

er d

rum

s. I

n fa

ct, s

he c

arri

es h

er d

rum

stic

ks w

ithhe

r an

d us

es th

em o

n an

y ha

rd s

urfa

ce s

he c

an f

ind!

She

wan

ts to

pla

y in

a b

and,

but s

he a

lso

wan

ts to

be

a ph

ysic

ian.

B.J

. has

two

olde

r br

othe

rs w

ho s

omet

imes

act a

s ad

viso

rs to

the

Neu

roE

xplo

rers

. One

bro

ther

is a

neu

rolo

gist

at a

med

ical

scho

ol. H

er b

roth

ers

neve

r lik

ed to

use

her

for

mal

nam

e, B

ever

ly J

ane,

so

they

've

alw

ays

calle

d he

r B

.J.,

and

so d

o he

r fr

iend

s.

Shilo

h N

umbu

sSh

iloh

lived

on

a ga

me

rese

rve

in A

fric

a fo

r m

any

year

s. W

hile

ther

e, h

er b

ack

was

inju

red,

and

now

she

mus

t use

a w

heel

chai

r. B

efor

e he

r in

jury

, Shi

loh

was

ver

yat

hlet

ic. N

ow s

he h

as b

ecom

e an

exc

elle

nt w

heel

chai

r te

nnis

pla

yer.

She

als

o lik

es to

put t

oget

her

jigsa

w p

uzzl

es w

ith th

ousa

nds

of p

iece

s. S

hilo

h w

as h

appy

to m

ake

frie

nds

with

the

Neu

roE

xplo

rers

whe

n sh

e ca

me

to h

er n

ew s

choo

l in

Am

eric

a.

Josh

Kav

ilW

hen

Josh

rec

over

ed f

rom

his

hea

d in

juri

es, h

e co

uldn

't w

ait t

o jo

in th

e cl

ub w

ith h

isfr

iend

s. J

osh

has

alw

ays

liked

sci

ence

, bec

ause

he

love

s to

fig

ure

out h

ow th

ings

wor

k.H

e al

so lo

ves

anim

als.

He

has

a pe

t liz

ard

nam

ed S

coot

er, a

sna

ke n

amed

Slim

, tw

odo

gs a

nd tw

o ca

ts. A

fter

his

exp

erie

nce

as a

pat

ient

in a

reh

abili

tatio

n ce

nter

, he

deci

ded

he w

ould

like

to b

e a

phys

ical

ther

apis

t whe

n he

gro

ws

up.

iv

M il

l AT

IO

CIf

f R

IVE

s,

Red

The

n Y

ello

wT

he s

nake

slit

here

d an

d sl

inke

d its

way

acr

oss

the

floo

r. I

sley

I s

tare

d do

wn

in h

orro

r. H

e w

as te

rrif

iedp

aral

yzed

! Fo

r so

me

reas

on,

he c

ould

not

use

his

voic

e. H

e tr

ied

to y

ell,

but n

o sh

out,

noga

sp, n

ot e

ven

the

slig

htes

t sou

ndw

ould

com

e ou

t. T

he s

nake

inch

ed o

nwar

d. A

ll th

e w

hile

, Isl

ey I

I sl

ept o

n in

the

bunk

bed

bel

ow, h

is h

and

hang

ing

out o

ver

the

edge

of

the

bed,

inch

esfr

om th

e fl

oor.

Yet

Isl

ey I

cou

ld n

ot m

ake

a so

und

to a

lert

his

sle

epin

g tw

inbr

othe

r. S

urel

y th

e sn

ake

wou

ld n

ot b

ite h

is b

roth

er's

han

d!T

he s

nake

hes

itate

d fo

r a

mom

ent.

Isle

y I

coul

d no

w s

ee th

e sn

ake

ingr

eat

deta

il. I

t had

str

ipes

red

and

yello

w a

nd b

lack

. It w

as o

nly

a fe

w d

ays

ago

that

the

twin

s le

arne

d ab

out d

iffe

rent

kin

ds o

f sn

akes

in s

cien

ce c

lass

. Now

Isle

y I

reca

lled

a rh

yme

thei

r te

ache

r ha

d ta

ught

them

abo

ut s

nake

s. I

t was

aw

ay to

tell

a po

ison

ous

cora

l sna

ke f

rom

a n

on-p

oiso

nous

str

iped

sna

ke b

y th

epa

ttern

of it

s co

lore

d st

ripe

s, f

rom

hea

d to

tail

Red

then

yel

low

,K

ill a

fel

low

.R

ed th

en b

lack

,Fr

iend

of

Jack

.

191

L./

21

The

sna

ke o

n th

e fl

oor

of th

e Is

ley

twin

s' b

edro

om w

as c

lear

ly s

trip

edre

d, th

en y

ello

w, t

hen

blac

kapo

ison

ous

cora

l sna

ke!

It w

as in

ches

away

fro

m th

e sl

eepi

ng I

s le

y II

'sha

nd!

Sudd

enly

, fro

m s

omew

here

in th

edi

stan

ce, c

ame

a so

und"

Bee

p-be

ep,

beep

-bee

p, b

eep-

beep

, bee

p-be

ep...

."In

an

inst

ant,

the

cora

l sna

keva

nish

ed a

nd, f

or th

at m

atte

r, s

o di

dIs

ley

II. T

he te

rrib

le d

ream

was

ove

r.

Bra

in P

ower

The

bee

ping

ala

rm c

lock

sho

wed

the

time

to b

e 9:

30 a

.m.,

as I

s le

y I

reac

hed

over

and

shu

t it o

ff. T

he b

righ

t mor

ning

sun

sho

ne in

thro

ugh

the

open

cur

tain

s. N

ow th

ings

wer

e be

com

ing

clea

r to

him

. Yes

, he

had

been

drea

min

g. T

hank

goo

dnes

s, h

e th

ough

t. H

e ha

d to

tell

his

best

fri

ends

, the

Neu

roE

xplo

rers

, abo

ut th

is d

ream

. He

clim

bed

dow

n of

f th

e bu

nk b

ed a

ndno

ticed

a n

ote

from

Is

ley

II ta

ped

to th

e do

or.

Goo

d m

orni

ng, S

leep

zom

bie

-

My

turn

to c

lean

up

the

yard

. Neu

roE

xplo

rers

Clu

b m

eetin

g

at K

yle'

s ho

use

at 1

0:30

. Don

't be

late

.

At 1

0:30

, all

the

Neu

roE

xplo

rers

exc

ept S

hilo

h, w

ho w

as in

Afr

ica

this

sum

mer

with

her

fat

her,

wer

e ga

ther

ed a

roun

d Is

ley

I as

he

told

them

abo

uthi

s ni

ghtm

are.

"You

mus

t hav

e be

en r

eally

sca

red!

" sa

idL

akei

sha.

The

Bra

in lo

oked

thou

ghtf

ul, t

hen

stat

edqu

ietly

, "T

his

subc

onsc

ious

noc

turn

alad

vent

ure

reve

als

a pr

ovoc

ativ

e le

sson

.""W

haaa

t?"

the

othe

rs a

sked

, all

toge

ther

.M

ax M

iller

, as

usua

l the

onl

y on

e w

hoco

uld

unde

rsta

nd T

he B

rain

with

out a

dict

iona

ry, e

xpla

ined

, "H

e sa

idw

e co

uld

lear

nso

met

hing

inte

rest

ing

from

Is

ley

I's d

ream

.""N

ever

sle

ep o

n th

e bo

ttom

bun

k?"

sugg

este

d Is

ley

II.

"Act

ually

, I w

as r

efle

ctin

gon

the

stor

age

and

retr

ieva

l of

info

rmat

ion,

" T

he B

rain

sai

d."H

e w

as th

inki

ng a

bout

lear

ning

and

mem

ory,

" M

ax in

terp

rete

d fo

r th

e ot

hers

."W

hat d

o le

arni

ng a

nd m

emor

y ha

ve to

do w

ith a

dre

am a

bout

a co

ral s

nake

?" a

sked

Josh

. The

roo

m w

as q

uiet

as

they

wai

ted

for

the

Bra

in's

ans

wer

."I

s le

y I,

" sa

id T

he B

rain

, "do

you

rec

all

the

time

you

wer

e di

stre

ssed

bec

ause

you

coul

dn't

reca

ll a

list o

f th

ings

Max

ask

edyo

uto

pur

chas

e fo

r hi

m a

t the

hob

by s

hop?

""Y

eah,

I c

an n

ever

rem

embe

r st

uff

like

that

. I'm

not

a g

ood

mem

oriz

er,"

Is

ley

I sa

id.

We

are

alw

ays

lear

ning

. Eve

ry d

ay, n

ewin

form

atio

n en

ters

our

bra

ins

and

isst

ored

in w

ays

that

let u

s fin

d it

and

use

it ag

ain.

The

sto

rero

oms

in o

urbr

ains

hol

d in

form

atio

n ab

out p

eopl

e w

eha

ve k

now

n, e

xper

ienc

es w

e ha

ve h

ad,

emot

ions

we

have

felt,

and

ski

lls th

at w

eha

ve m

aste

red,

incl

udin

g la

ngua

ges.

The

se a

re o

ur m

emor

ies.

The

re a

re m

any

diffe

rent

way

s of

lear

ning

.W

e le

arn

by c

opyi

ng w

hat w

e se

e or

hea

r.T

his

is le

arni

ng b

y im

itatio

n.

We

lear

n by

mak

ing

conn

ectio

ns b

etw

een

expe

rienc

es. T

his

is le

arni

ng b

yas

soci

atio

n.

We

lear

n by

rep

etiti

on d

oing

som

ethi

ngov

er a

nd o

ver.

BE

ST C

OPY

AV

AIL

AB

LE

r) 4

6-"

.e

"Yet

you

rem

embe

red

quite

gra

phic

ally

and

qui

te c

orre

ctly

, I m

ight

add

,th

at c

oral

sna

kes

are

stri

ped

red

then

yel

low

," T

he B

rain

con

tinue

d. "

How

did

you

do th

at?"

"Wel

l, I'm

not

sur

e, r

eally

," I

s le

y I

said

. "It

was

the

rhym

e, I

gue

ss. R

edth

en y

ello

w, k

ill a

fel

low

...th

at m

eans

it's

a p

oiso

nous

cor

al s

nake

. I li

kerh

ymes

. I s

uppo

se th

at's

wha

t mad

e it

easi

er to

lear

n."

"You

r m

emor

y go

t bet

ter

beca

use

of a

rhy

me?

" L

akei

sha

aske

d."R

hyth

m a

nd r

hym

ethe

y he

lp a

ll th

e tim

e,"

B.J

. rap

ped

with

her

drum

stic

ks o

n th

e ta

ble.

"Pre

cise

ly m

y po

int,"

The

Bra

in s

aid.

"A

pre

viou

sly

poor

mem

oriz

er n

ow b

enef

its f

rom

the

use

of a

n in

geni

ous

devi

cefo

r th

e pu

rpos

e of

mem

ory

enha

ncem

ent.

It w

ould

beh

oove

r 74

;te

r==

nrth

e N

euro

Exp

lore

rs to

acq

uire

mor

e da

ta r

egar

ding

the

natu

reof

info

rmat

ion

stor

age

and

retr

ieva

l, w

hich

are

, of

cour

se,

sign

ific

ant a

nd f

asci

natin

gfu

nctio

ns o

f th

e hu

man

bra

in."

Fps

Bef

ore

anyo

ne c

ould

ask

,M

ax tr

ansl

ated

, "T

he B

rain

says

ther

e ar

e w

ays

to im

prov

e

4

your

mem

ory,

like

Is

ley

I di

dw

ith th

e rh

yme.

He

says

that

lear

ning

and

mem

ory

are

real

ly

6b

neat

and

impo

rtan

t thi

ngs

the

brai

n do

es, a

nd it

wou

ld b

e go

od f

or u

s to

find

out

mor

e ab

out t

hem

.""A

nd f

or N

euro

Exp

lore

rs,"

Jos

h ad

ded,

"un

ders

tand

ing

the

brai

n is

all

in a

day

's w

ork!

"

Rem

embe

ring

An

Old

Fri

end

"It's

set

tled

then

," L

akei

sha

said

. "W

e'll

lear

n ab

out l

earn

ing.

""A

nd r

emem

beri

ng,"

Kyl

e ad

ded.

"I

love

to b

e ab

le to

rem

embe

r al

lki

nds

of tr

ivia

that

nob

ody

else

kno

ws.

""Y

eah,

like

all

the

base

ball

play

ers'

rec

ords

," a

dded

the

Isle

ys, a

lmos

t at

the

sam

e tim

e."W

ho s

houl

d w

e as

k to

hel

p us

lear

n ab

out l

earn

ing

and

rem

embe

ring

?" J

osh

aske

d."H

ow a

bout

a s

cien

tist?

" su

gges

ted

Kyl

e."H

ey, w

hy n

ot P

rofe

ssor

Ottz

inge

r fr

om th

e un

iver

sity

?" s

aid

B.J

. "W

eha

ven'

t see

n hi

m s

ince

he

took

us

to th

e Sk

ull C

aves

, and

bes

ides

, he

said

we

coul

d co

me

to h

is o

ffic

e an

ytim

e w

e w

ante

d. H

ow a

bout

now

?"In

a f

lash

, Kyl

e ra

n up

the

stai

rs, s

hout

ing

back

to h

is f

rien

ds, "

I'll c

all

and

see

if h

e's

ther

e."

In a

few

min

utes

, Kyl

e ca

me

back

and

ann

ounc

ed, "

He

says

to c

ome

onov

er r

ight

now

. He'

ll w

ait f

or u

s. L

et's

go!

"T

he N

euro

Exp

lore

rs p

icke

d up

thei

r he

lmet

s an

d pi

led

out o

f th

e ho

use.

Soon

they

wer

e pe

dalin

g th

eir

bike

s to

war

d D

arga

te U

nive

rsity

. The

y ro

deth

roug

h th

e ga

te a

nd u

p to

the

ivy-

cove

red

old

build

ing

whe

re P

rofe

ssor

Ottz

inge

r ha

d hi

s of

fice

.

5

Tri

cks

of th

e M

emor

yPr

ofes

sor

Ottz

inge

r lis

tene

d cl

osel

y, s

trok

ing

the

head

of

the

dog

slee

ping

at h

is f

eet,

as I

s le

y I

fini

shed

telli

ng a

bout

his

dre

am o

f th

e ni

ght b

efor

e."F

righ

teni

ng!"

the

prof

esso

r sa

id w

ith a

shud

der.

"I

cert

ainl

y w

ould

n't w

ant a

poi

sono

usco

ral s

nake

in m

y be

droo

m!

But

tell

mey

ou s

aid

on th

e ph

one

that

you

wan

ted

to k

now

mor

e ab

out

lear

ning

and

mem

ory.

""Y

es, i

t's b

ecau

se o

f Is

ley

I's d

ream

," M

ax s

aid,

look

ing

tow

ard

his

frie

nd.

"I u

sual

ly h

ave

trou

ble

mem

oriz

ing

stuf

f,"

Is le

yI

expl

aine

d, "

but I

rem

embe

red

the

colo

r pa

ttern

of

cora

l sna

kes

righ

t aw

ay, e

ven

in m

y dr

eam

. The

Bra

in th

ough

t tha

t the

rhy

me

our

teac

her

taug

ht u

she

lped

me

to r

emem

ber.

""Y

ou N

euro

Exp

lore

rs n

ever

cea

se to

am

aze

me!

" sa

id th

e pr

ofes

sor.

"Tha

t's e

xact

ly r

ight

. It's

muc

h ea

sier

to le

arn

and

rem

embe

r so

met

hing

if y

ouca

n as

soci

ate

wha

t you

're tr

ying

to r

emem

ber

with

a p

ictu

re, o

r pu

t the

fac

tsin

to a

rhy

me.

""O

r ho

w a

bout

mak

ing

a w

ord

from

the

firs

t let

ters

of

all t

he w

ords

in a

list?

" Jo

sh s

aid.

"D

id y

ou e

ver

hear

of

RO

Y G

. BIV

? It

sta

nds

for

red,

ora

nge,

yello

w, g

reen

, blu

e, in

digo

, vio

letth

e co

lors

in a

rai

nbow

. Jus

t rem

embe

ring

the

nam

e is

a lo

t eas

ier

than

tryi

ng to

rem

embe

r al

l the

col

ors

in th

e ri

ght

orde

r."

"Exa

ctly

!" a

gree

d th

e pr

ofes

sor.

"A

ll of

thes

e tr

icks

, or

way

s to

impr

ove

mem

ory,

are

kno

wn

as m

nem

onic

s."

He

got u

p an

d w

rote

the

wor

d on

the

blac

kboa

rd. "

It lo

oks

funn

y, b

ut y

ou s

ay it

like

this

nuh-

MO

N-i

ks."

The

n

Mem

orie

s of

wha

t we

have

lear

ned

abou

t peo

ple,

eve

nts

and

fact

s of

the

wor

ld a

re p

roce

ssed

in th

e ce

rebr

um.

By

thin

king

abo

ut th

em, w

e ca

n re

call

thes

e st

ored

mem

orie

s.

We

can

boos

t our

abili

ties

tore

mem

ber

thin

gs. T

ry m

akin

g a

song

or

poem

that

incl

udes

the

thin

gs y

ouar

e le

arni

ng.

Or

crea

te a

wor

d or

phr

ase

from

the

first

lette

rs o

f the

nam

es o

f the

thin

gs y

ouw

ant t

o re

mem

ber.

You

eve

n ca

n cr

eate

a

pict

ure

in y

our

min

d to

hel

p yo

u re

mem

ber

a di

fficu

lt w

ord

or c

once

pt.

6

290

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aia p < a .

51-

1.5

*"*... 4ne a ^n.

,naa, annta

5 .5

SS 'kat ' C4A

an. r

Sev

eral

are

as o

f the

bra

in a

re im

port

ant f

orpr

oces

sing

mem

orie

s. M

emor

ies

of w

hat w

e ha

ve

expe

rienc

ed o

r le

arne

d ar

e pr

oces

sed

thro

ugh

the

hipp

ocam

pus.

Thi

s gr

oup

of n

euro

ns, d

eep

insi

de

the

brai

n, is

sha

ped

som

ewha

t lik

e a

sea

hors

e.E

ach

pers

on h

as tw

o hi

ppoc

ampi

(pl

ural

of

hipp

ocam

pus)

, one

in e

ach

half

of th

e br

ain.

Whe

nth

e hi

ppoc

ampi

are

dis

ease

d or

dam

aged

, it i

s no

tal

way

s po

ssib

le to

lear

n ne

w th

ings

and

rem

embe

rth

em.

ever

ybod

y sa

id it

. It w

as a

pre

tty s

tran

ge w

ord.

"I li

ke to

mak

e up

rhy

mes

with

dru

m r

hyth

ms,

" sa

id B

.J. "

Som

etim

es I

use

them

to h

elp

me

rem

embe

r th

ings

.""G

reat

idea

!" a

gree

d th

e pr

ofes

sor.

Lak

eish

a sp

oke

up.

"So

if I

wan

ted

a `n

uh-M

ON

-ik'

," s

he s

aid

slow

ly,

"to

rem

embe

r a

groc

ery

list o

f br

ead,

ric

e, a

pple

s, ic

e cr

eam

, and

nap

kins

, Ico

uld

use

the

wor

d, B

RA

IN."

"Neu

roE

xplo

rers

lear

n fa

st!"

sai

d th

e pr

ofes

sor.

"D

id y

oukn

ow y

ou're

usin

g yo

ur h

ippo

cam

pi?"

"Hip

po w

hose

eye

?" a

sked

Kyl

e."H

ippo

cam

pi,"

the

prof

esso

r re

peat

ed.

"The

hip

poca

mpu

s is

a p

art o

fth

e br

ain

that

isve

ry im

port

ant

for

lear

ning

and

mem

ory,

" he

exp

lain

ed a

she

wro

te a

nd s

aid

the

wor

d sl

owly

"hip

-uh-

KA

M-p

uhs.

"T

he N

euro

Exp

lore

rs lo

oked

at e

ach

othe

r. J

osh

scra

tche

d hi

s he

ad, a

nd

ever

yone

but T

he B

rain

look

ed v

ery

puzz

led.

8

4,34

The

Hip

po T

akes

a D

ive

Prof

esso

r O

ttzin

ger

pulle

d a

book

fro

m h

is s

helf

, ope

ned

it an

d po

inte

dto

a d

raw

ing

of th

e br

ain.

"H

ere'

s a

pict

ure

that

sho

ws

the

hipp

ocam

pus.

It's

dee

p in

side

the

tem

pora

l lob

e of

the

brai

n. W

e'd

have

a h

ard

time

rem

embe

ring

any

thin

g if

we

didn

't ha

veou

r hi

ppoc

ampi

. Do

you

thin

k yo

uca

n re

mem

ber

that

wor

d?"

he a

dded

."I

bet

I c

an!"

sai

d Is

ley

I. "

I ca

n pi

ctur

e a

big

fat h

ippo

jum

ping

off

adi

ving

boa

rd a

t sum

mer

cam

p,re

mem

beri

ng a

t the

last

min

ute

that

he

forg

ot to

take

off

his

hat

!"Is

ley

II la

ughe

d an

d po

ked

his

brot

her

in th

e ri

bs.

"Wha

t?"

aske

d Jo

sh, t

wis

ting

his

face

in c

onfu

sion

."H

ippo

cam

p! T

hat r

emin

dsm

e of

hip

poca

mpu

s. A

nd th

ehi

ppo'

s re

mem

beri

ng s

omet

hing

.T

hat h

elps

me

to r

emem

ber

that

the

hipp

ocam

pus

is a

par

t of

the

brai

n us

ed f

or m

emor

y. I

t's a

mne

mon

ic!"

Is

ley

I sa

id w

ith a

prou

d sm

ile.

"Exc

elle

nt!"

exc

laim

ed th

ePr

ofes

sor.

B.J

. beg

an to

tap

her

9.

is

drum

stic

ks in

rhy

thm

as

she

mad

e up

a r

hym

e"H

ippo

cam

p, ju

st th

ink

of th

at.

A h

ippo

's d

ivin

g w

ith h

is h

at!

The

hip

poca

mpi

in m

y br

ain

Let

me

rem

embe

r th

is r

efra

in."

Sudd

enly

the

Neu

roE

xplo

rers

hea

rd a

low

gro

wl.

A la

rge,

fur

ry o

bjec

tsp

rang

to li

fe f

rom

acr

oss

the

room

. "O

h no

!"ex

clai

med

the

Prof

esso

r, "

Ifo

rgot

...."

The

ang

ry a

nim

al b

olte

d to

war

d th

em, f

ierc

e ey

es b

urni

ng li

ke f

ire,

fang

s ba

red

in a

pri

miti

ve g

row

l tha

t sen

t shi

vers

up

thei

r sp

ines

. The

dog

was

hea

ded

dire

ctly

for

B.J

.!"B

.J.,

drop

the

drum

stic

ksno

w!"

yel

led

the

prof

esso

r.T

he d

og le

apt i

nto

the

air

as B

.J. d

ropp

ed h

er s

ticks

, fro

zen

in te

rror

.

310

38

Goo

d D

og W

ith A

Bad

Mem

ory

It a

ll ha

ppen

ed s

o fa

st. T

he b

ig d

og la

nded

at

B.J

.'s f

eet,

scoo

ped

up th

e dr

umst

icks

, and

ran

fro

mth

e ro

om. T

he N

euro

Exp

lore

rs le

t out

a bi

g si

gh o

fre

lief. "W

hew

!" e

xcla

imed

Pro

fess

or O

ttzin

ger.

"I

apol

ogiz

e fo

r Pa

vlov

! B

efor

e I

got h

im f

rom

the

poun

d, s

omeo

ne h

ad b

eate

n hi

m w

itha

stic

k, a

ndhe

stil

l rem

embe

rs it

," h

e ex

plai

ned.

"T

o th

is d

ay,

stic

ks m

ake

him

cra

zy. H

e'll

try

to ta

ke th

emaw

ayfr

om a

nyon

e. H

e w

ould

n't h

ave

bitte

nyo

u, b

ut I

know

it w

as p

retty

sca

ry th

ere

for

a fe

w s

econ

ds.

I'm te

rrib

ly s

orry

.""I

'll s

ay it

was

sca

ry!"

sai

d B

.J. "

I th

ough

t he

was

goi

ng f

or m

y th

roat

."

Ivan

Pav

lov,

a fa

Mou

s R

ussi

an s

cien

tist,

stud

ied

dige

stio

nin

dog

s. H

e ob

serv

ed th

at th

e m

ere

sigh

t of f

ood

wou

ldm

ake

dogs

' mou

ths

wat

er. A

s an

exp

erim

ent,

he tr

ied

ringi

ng a

bel

l eve

ry ti

me

he fe

d th

e do

gs. H

efo

und

that

, afte

r a

few

tim

es, t

he d

ogs'

mou

ths

wou

ld W

ater

whe

n th

ey h

eard

the

bell,

eve

n w

ithou

t see

ing

the

food

.

The

dog

s ha

d le

arne

d to

ass

ocia

te th

erin

ging

of t

he b

ell w

ith I2

eing

fed!

INS

fam

ous

expe

rimen

t was

the

first

dem

onst

ratio

n of

"cl

assi

cal

cond

ition

ing.

"

11

The

Neu

roE

xplo

rers

' hea

rts

wer

est

ill r

acin

g, w

hen

Pavl

ov tr

otte

d ba

ckin

to th

e pr

ofes

sor's

off

ice.

He

cert

ainl

y se

emed

less

men

acin

g no

w.

He

was

the

sam

e fr

iend

ly d

og h

e ha

dbe

en b

efor

e th

e at

tack

. He

laid

dow

nat

the

prof

esso

r's f

eet,

and

B.J

. wal

ked

caut

ious

ly to

war

d hi

m. "

Poor

guy

,"sh

e sa

id, "

I gu

ess

I fr

ight

ened

you

,to

o."

Pavl

ov w

agge

d hi

s ta

il. T

hete

rrib

le m

omen

t was

ove

r.

/1J

-Mem

orie

s as

soci

ated

with

dis

agre

eabl

eex

perie

hCes

'ofte

n.ar

e .v

ery;

str

ong.

Blu

e ja

ys,

for

eXaM

ple,

:lear

nto

avoi

d:M

Ona

rch

butte

rflie

s af

ter

try/

he to

eat

juot

one

....

Mon

arck

blitt

erfli

es ta

ste

extr

emel

y ba

d.A

fter',

the

first

exp

erie

nce,

a ja

y w

ill n

ever

try

fd,e

jt a

Mon

arch

but

terf

ly, o

rhi

ng th

at e

ven

look

s lik

e

7,on

e; e

Ver

, aga

in!

How

Are

You

r H

ippo

cam

pi?

"Do

dogs

hav

e hi

ppoc

ampi

?" a

sked

Jos

h."Y

es, t

hey

do,"

sai

d th

e Pr

ofes

sor.

All

mam

mal

s ha

ve h

ippo

cam

pi. J

ust l

ike

in h

uman

s,do

gs' h

ippo

cam

pi a

re im

port

ant t

o he

lpth

emle

arn

and

rem

embe

r th

ings

.""H

ow a

bout

neu

rons

?" L

akei

sha

aske

d."L

ike

in th

e m

otor

sys

tem

and

the

sens

ory

syst

em,

do n

euro

ns s

end

mes

sage

s fo

rre

mem

beri

ng?"

"Abs

olut

ely

righ

t," P

rofe

ssor

Ottz

inge

rre

plie

d. "

The

re is

a w

hole

net

wor

k of

neu

rons

in th

e hi

ppoc

ampu

s an

d ot

her

part

s of

the

brai

n

12i1

2 ti

that

are

use

d fo

r m

emor

y. G

ood

thin

king

, to

rem

embe

r th

e ne

uron

s!"

heco

mpl

imen

ted

Lak

eish

a.T

he B

rain

add

ed, "

Lak

eish

a's

prof

icie

ncy

in in

form

atio

nst

orag

e an

dre

trie

val d

emon

stra

tes

the

effi

cien

cy o

f ne

uron

al a

ctiv

ity in

her

hip

poca

mpi

."T

he N

euro

Exp

lore

rs lo

oked

at M

ax. "

Inte

rpre

ter.

.." th

ey g

roan

ed.

"The

Bra

in s

ays

that

bec

ause

of

the

way

Lak

eish

a le

arns

and

rem

embe

rsth

ings

, her

hip

poca

mpi

mus

tw

ork

real

ly w

ell!

" M

axsa

id. "P

roba

bly

true

," s

aid

the

prof

esso

r. "

I'm s

ure

you

all

have

ver

y he

alth

yhi

ppoc

ampi

! B

ut, y

ou k

now

,th

ere

are

som

e di

seas

es th

ataf

fect

that

par

t of

the

brai

n.T

hey

dest

roy

neur

ons

in th

ehi

ppoc

ampi

, so

that

ape

rson

has

trou

ble

rem

embe

ring

thin

gs. T

hat's

wha

t hap

pens

inA

lzhe

imer

's d

isea

se."

"Wha

t a f

unny

nam

e.W

hy is

a d

isea

se c

alle

dth

at?"

ask

ed K

yle.

"It's

nam

ed a

fter

the

pers

on w

ho d

isco

vere

d it,

"sa

id P

rofe

ssor

Ottz

inge

r.

Alo

is A

lzhe

imer

, a G

erm

an d

octo

r an

d ne

uros

cien

tist,

desc

ribed

Alz

heim

er's

dis

ease

, or

A.P

.,,in

190

6. It

usua

lly a

ffect

s ol

der

peop

le, d

estr

oyin

g ne

uron

s in

thei

r br

ains

. At f

irst,

they

mig

ht h

ave

trou

ble

with

thei

rsh

ort-

term

mem

orie

slik

e w

hat s

omeo

ne ju

st to

ldth

embu

t not

with

old

, lon

g-te

rmm

emor

ies,

like

thin

gs th

atha

ppen

ed in

thei

r ch

ildho

ods.

Late

r, m

emor

y an

d re

ason

ing

can

get m

uch

wor

se a

s m

ore

neur

ons

are

dam

aged

, bot

h in

the

hipp

ocam

pus

and

the

cere

bral

cort

ex. E

ven

long

-ter

mm

emor

ies

may

beco

me

conf

used

or

lost

, and

A.D

.pa

tient

s m

ay n

eed

cons

tant

hel

p w

ithth

eir

daily

live

s.

13

"I'v

e he

ard

of A

lzhe

imer

's,"

exc

laim

ed B

.J. "

My

brot

her

told

me

abou

t it,

and

I ca

n re

mem

ber

the

nam

e by

thin

king

, 'A

lzhe

imer

'sol

d-tim

ers.

' Onl

y ol

dpe

ople

get

Alz

heim

er's

dis

ease

, rig

ht?"

"Usu

ally

, peo

ple

your

gra

ndpa

rent

s' a

ges

or o

lder

get

A.D

.," th

e pr

ofes

sor

answ

ered

."I

t sou

nds

terr

ible

!" s

aid

Kyl

e."O

ur g

rand

pare

nts

coul

d ge

t tha

t dis

ease

!" L

akei

sha

adde

d, w

ith a

shu

dder

."D

on't

wor

rym

ost o

lder

peo

ple

don'

t get

Alz

heim

er's

," s

aid

Prof

esso

rO

ttzin

ger.

"W

hile

the

mem

ory

norm

ally

tend

s to

fad

e a

little

as

we

get o

lder

,ab

out 1

5 pe

rcen

t of

Am

eric

ans

over

65

actu

ally

hav

e A

lzhe

imer

's d

isea

se."

"My

Gra

ndpa

Mill

er h

as A

lzhe

imer

's d

isea

se,"

whi

sper

ed M

ax. T

here

was

sile

nce.

You

cou

ld h

ave

hear

d a

pin

drop

.

14

4 5

Max

's F

ear

All

eyes

wer

e on

Max

. No

one

knew

wha

t to

say.

Fin

ally

, The

Bra

inbr

oke

the

sile

nce.

"I'm

sor

ry, M

ax."

No

one

need

ed to

tran

slat

e th

e B

rain

's k

ind

wor

ds to

his

best

fri

end,

"A

reyo

u ok

ay?"

"I'm

oka

y,"

Max

rep

lied.

"I'm

wor

ried

abo

utm

y G

rand

pa, t

houg

h. T

hedo

ctor

told

us

he h

ad A

lzhe

imer

's d

isea

se a

lmos

ttw

o ye

ars

ago.

It's

just

like

the

prof

esso

r sa

idhe

sta

rted

hav

ing

trou

ble

with

his

mem

ory.

He

wou

ldgo

to th

e st

ore,

and

then

whe

n he

got

ther

e he

wou

ld f

orge

t wha

t he

was

look

ing

for.

Tha

t was

n't

so b

ad, b

ut o

nce

he w

ent f

or a

wal

k af

ter

dinn

eran

d he

got

lost

. The

pol

ice

foun

d hi

mat

mid

nigh

t, w

alki

ng in

the

mid

dle

ofth

e ro

ad."

Eve

ryon

e w

as li

sten

ing

quie

tlyto

Max

's s

tory

. He

cont

inue

d, "

Aft

er th

at,

Gra

ndpa

wen

t to

live

with

my

Unc

le E

d in

Cry

stal

City

. Tha

t wor

ked

out f

ine

for

a w

hile

, but

just

last

mon

th h

e ha

dto

mov

e to

a p

lace

whe

re s

omeo

ne is

ther

e to

hel

p hi

m a

ll th

e tim

e. M

omsa

ys it

's n

ice

ther

e, a

nd h

e lik

es it

pre

ttyw

ell,

but I

'm a

frai

d he

mus

tge

t lon

esom

e w

ithou

t any

of

us a

roun

d."

"Can

't yo

u vi

sit h

im?"

ask

ed L

akei

sha.

"Yes

, I c

an,"

sai

d M

ax q

uiet

ly, s

tari

ng d

own

at th

e gr

ound

, "bu

t..."

"So

why

don

't yo

ugo

see

him

?" a

sked

Kyl

e.T

here

was

a lo

ngpa

use.

Max

look

ed a

t his

fri

ends

for

a s

econ

d an

d th

enqu

ickl

y lo

oked

aw

ay a

nd g

azed

out t

he w

indo

w. H

is e

yes

fille

d w

ith te

ars.

"Bec

ause

I'm

sca

red

that

he

won

't re

mem

ber

who

Iam

," M

ax s

aid

quie

tly.

He

told

his

fri

ends

that

, onl

ya

few

yea

rs a

go, h

is g

rand

fath

er u

sed

to ta

keM

ax f

ishi

ng a

nd h

untin

g. H

e ta

ught

him

abo

ut d

iffe

rent

kind

s of

fis

h an

dbi

rds

and

plan

ts. N

ow M

ax's

Gra

ndpa

cou

ldno

t alw

ays

rem

embe

r w

here

he

was

or

wha

t he

was

doi

ng.

A15

49

The

Bra

in p

ut h

is h

and

on M

ax's

sho

ulde

r. "

Why

don

't yo

u go

see

him

?W

e'll

gow

ith y

ou,"

he

said

.M

ax to

ok a

dee

p br

eath

. He

knew

he

was

not

alo

ne. F

or th

at m

omen

the

was

not

so

frig

hten

ed o

f th

e te

rrib

le d

isea

se th

at w

as ta

king

his

gran

dfat

her

away

fro

m h

im. "

Oka

y,"

he s

aid,

"let

'sgo

toda

y.M

eet a

tK

yle'

s ri

ght a

fter

lunc

h."

16

50

A W

arni

ngIt

was

a g

ood

thir

ty m

inut

ebi

ke r

ide

out t

o R

iver

bend

Gar

dens

Ret

irem

ent C

ente

r. N

owth

at h

e ha

d de

cide

d to

vis

it hi

sgr

andf

athe

r, M

ax w

as in

a h

urry

.H

e w

as p

edal

ing

so f

ast,

it w

asha

rd f

or th

e ot

hers

to k

eep

upw

ith h

im.

"Hey

, slo

w d

own,

" B

.J. c

alle

d,"

and

mov

e ov

er. T

here

's a

car

com

ing.

"A

car

with

fla

shin

g lig

hts

pulle

d up

bes

ide

them

. It w

as th

eco

unty

she

riff

. He

rolle

d do

wn

his

win

dow

and

ask

ed, "

Whe

re a

reyo

uki

ds g

oing

?""W

e're

goi

ng to

Riv

erbe

ndG

arde

ns,"

sai

d M

ax, "

to s

ee m

ygr

andf

athe

r."

"Oka

y, th

e ro

ad is

saf

e up

toth

ere,

" sa

id th

e sh

erif

f. "

I'm g

oing

over

to th

e ri

ver

to c

lose

off

the

coun

tyro

ad. I

t's b

een

rain

ing

pret

ty h

eavy

up

nort

h, a

nd th

ew

ater

's g

ettin

g hi

gh a

t som

e of

the

rive

r cr

ossi

ngs.

Jus

tst

ay o

ut o

f th

e

51

1752

53

low

land

s. I

t may

be

dang

erou

s ar

ound

Roc

ky R

iver

." H

e sp

ed u

p ag

ain

and

took

off

dow

n th

e ro

ad.

"Isn

't it

funn

y,"

Josh

thou

ght a

loud

, "th

at h

e's

talk

ing

abou

t flo

odin

gw

hen

it's

not e

ven

rain

ing?

The

sun

's s

hini

ng."

"I r

emem

ber

a co

uple

of

year

s ag

o,"

Kyl

e sa

id, "

whe

n it

rain

ed f

or d

ays

in th

e hi

lls a

bove

the

lake

, nor

th o

f he

re. T

hey

had

to o

pen

the

dam

, and

Roc

ky R

iver

got

so

high

that

it f

lood

ed in

to s

ome

hous

es, e

ven

thou

gh it

neve

r ra

ined

aro

und

here

. I h

ope

that

doe

sn't

happ

en a

gain

."

Gam

es a

nd G

rand

pare

nts

The

Neu

roE

xplo

rers

rea

ched

the

retir

emen

t cen

ter,

par

ked

thei

r bi

kes

and

wal

ked

up th

e fl

ower

-lin

ed p

ath

to th

e lo

bby.

A w

oman

cam

e to

gre

etth

em. "

Hel

lo th

ere!

" sh

e sa

id c

heer

fully

. I'm

Ms.

Gar

za, d

irec

tor

ofR

iver

bend

Gar

dens

. Are

you

her

e to

vis

it on

e of

our

res

iden

ts?"

"We'

re h

ere

to s

ee m

y G

rand

pa, I

saac

Mill

er,"

sai

d M

ax.

"Sup

er!"

exc

laim

ed M

s. G

arza

. "M

r. M

iller

will

be

thri

lled

to h

ave

som

any

gues

ts. I

thin

k he

's ta

king

his

aft

erno

on w

alk,

but

he

shou

ld b

e ba

ckin

a f

ew m

inut

es. W

hy d

on't

you

wai

t in

the

gam

e ro

om?"

"Gam

es?"

ask

ed I

s le

y II

, a g

limm

er o

f ex

cite

men

t in

his

eyes

."F

ollo

w m

e,"

said

Ms.

Gar

za.

The

y en

tere

d a

brig

htly

lit r

oom

. Tw

o w

omen

with

whi

te h

air

wer

esi

tting

in f

ront

of

a bi

g-sc

reen

TV

pla

ying

a v

ideo

gam

e, a

nd f

our

or f

ive

othe

r re

side

nts

wer

e si

tting

on

the

couc

h, c

heer

ing

them

on.

Is

ley

IIim

med

iate

ly in

trod

uced

him

self

and

sat

dow

n by

the

ladi

es.

A m

an w

as s

ittin

g at

a ta

ble

in f

ront

of

a ch

essb

oard

. "A

ny o

f yo

u ki

dsev

er p

lay

ches

s be

fore

?" th

e m

an a

sked

.

1854

Cr \

k r)

J7

Lak

eish

a sp

oke

up, "

Wel

l, I'v

e pl

ayed

som

e ch

ess.

" Sh

e tu

rned

and

win

ked

at th

e ot

her

Neu

roE

xplo

rers

. Lak

eish

a w

as g

ood

and

she

knew

it.

She

sat d

own

with

the

old

man

and

intr

oduc

ed h

erse

lf.

"Plo

tsky

's th

e na

me,

" th

e ol

d m

an s

aid.

"Y

ou c

an g

o fi

rst."

Aft

er te

nm

oves

, Lak

eish

a's

jaw

nea

rly

drop

ped

to th

e fl

oor.

Thi

s m

anha

d st

rate

gies

she

had

neve

r se

en. L

akei

sha

lost

the

gam

e an

d qu

ickl

y st

arte

d se

tting

up

for

anot

her

one.

She

cou

ld le

arn

a lo

t fro

m M

r. P

lots

ky.

Max

was

sta

ring

out

the

win

dow

, loo

king

for

his

gra

ndfa

ther

.M

eanw

hile

, the

oth

er N

euro

Exp

lore

rs w

ere

talk

ing

to M

s. G

arza

. "It

see

ms

like

ever

ybod

y ha

s a

good

tim

e ar

ound

her

e,"

Josh

sai

d.

Bec

omin

g sk

illed

at,

play

ing

a vi

deo

gam

e is

an

exam

ple

of c

reat

ing

mem

orie

s of

how

to d

o so

met

hing

. Mem

orie

s of

pro

cedu

res

and

mov

emen

tslik

e pl

ayin

g ga

mes

or

spor

ts, w

alki

ng, w

ritin

g, d

anci

ng o

r pl

ayin

g a

mus

ical

inst

rum

ent a

re s

tore

d in

the

cere

bellu

m. R

epet

ition

, or

lear

ning

by

doin

g so

met

hing

ove

r an

d ov

er a

gain

, ofte

n is

impo

rtan

t for

mak

ing

mem

orie

s of

pro

cedu

res

and

mov

emen

ts.

2058

"Oh,

yes

," M

s. G

arza

agr

eed.

"W

e ha

ve lo

ts o

f ac

tiviti

es a

nd in

tere

stin

gth

ings

for

the

resi

dent

s to

do.

Som

etim

es th

ey d

o ge

t lon

esom

e, th

ough

. We

real

ly lo

ve to

hav

e vi

sito

rs."

All

of th

e re

side

nts

in th

e ga

me

room

did

see

m to

be

glad

the

Neu

roE

xplo

rers

wer

e th

ere.

The

y ke

pt e

ach

one

busy

talk

ing,

laug

hing

and

play

ing

gam

es.

I w

ish

my

gran

dfat

her

lived

her

e,"

said

B.J

. "T

hen

I co

uld

com

e vi

sit

ever

y w

eeke

nd."

"You

're w

elco

me

here

, any

time

you

wan

t," s

aid

Ms.

Gar

za. "

We'

d lo

veto

hav

e yo

u vi

sit!

"Aaa

gh!"

Lak

eish

a ex

clai

med

to h

er c

hess

par

tner

. "Y

ou g

ot m

e ag

ain.

Ano

ther

gam

e?"

"But

of

cour

se,"

sai

d M

r. P

lots

ky. "

Thi

s is

gre

at b

rain

exe

rcis

e! U

se it

or

lose

it, t

hey

say.

"Ju

st th

en a

you

ng m

an w

eari

ng a

whi

te ja

cket

bur

st in

to th

e ga

me

room

."M

s. G

arza

, I n

eed

som

e he

lp!"

he

said

. He

was

out

of

brea

th. "

I ca

n't f

ind

Mr.

Mill

er!

I w

as ta

king

him

for

a w

alk

dow

n by

the

woo

ds n

ear

the

rive

r.I

just

ran

bac

k fo

r tw

o m

inut

es to

get

a p

air

of b

inoc

ular

s fo

r us

to w

atch

the

bird

s, a

nd h

e di

sapp

eare

d. H

e w

as s

ittin

g th

ere,

and

he

said

he

wou

ldn'

tm

ove

until

I g

ot b

ack.

But

he'

s go

ne, a

nd n

ow th

e ri

ver's

ris

ing!

"

55

210

A R

agin

g R

iver

"Wha

t? H

e ca

n't b

e go

ne!"

scr

eam

ed M

ax. "

He

mig

ht n

ot f

ind

his

way

back

! W

e ha

ve to

fin

d hi

m."

"Let

's b

e ca

lm a

bout

this

," s

aid

Ms.

Gar

za. "

I'm s

ure

he'll

be

okay

. I'll

send

som

ebod

y ou

t with

Vin

ce, a

nd th

ey'll

fin

d yo

ur g

rand

fath

eryo

u'll

see.

"B

ut f

or M

ax, i

t was

too

late

for

cal

m. H

e ra

ced

out t

he d

oor

and

head

edst

raig

ht f

or th

e w

oods

. The

oth

er N

euro

Exp

lore

rs w

ere

clos

e be

hind

. The

yw

ere

tear

ing

alon

g th

e pa

th to

war

d th

e ri

ver,

whe

n M

ax s

udde

nly

stop

ped.

His

fri

ends

all

but p

iled

into

him

."H

ey, w

hy d

id y

ou...

Wow

!" s

aid

Josh

as

he lo

oked

ahe

ad.

The

Roc

ky R

iver

was

rag

ing

wild

ly o

ut o

f its

ban

ks. T

heN

euro

Exp

lore

rs c

ould

see

the

wat

er r

isin

g be

fore

them

. It w

as a

bout

tore

ach

the

foot

brid

ge th

at le

d ac

ross

the

rive

r."D

o yo

u th

ink

your

Gra

ndpa

cro

ssed

the

rive

r he

re?"

Lak

eish

a ca

lled

over

the

roar

of

the

wat

er.

"Her

e ar

e so

me

foot

prin

ts, w

ith m

arks

mad

e by

a c

ane,

lead

ing

righ

t up

to th

e br

idge

," s

aid

Max

. "I'm

goi

ng a

cros

s. I

hav

e to

fin

d hi

m."

"Are

you

nut

s?"

Lak

eish

a sa

id. "

It's

too

dang

erou

s. L

ook

at th

atw

ater

it's

floo

ding

!""I

've

got t

o cr

oss,

" M

ax r

epea

ted.

His

fri

ends

kne

w h

e w

as g

oing

, no

mat

ter

wha

t. T

here

was

no

way

to s

top

him

."N

ot a

lone

!" s

aid

The

Bra

in. "

I'm g

oing

with

you

.""M

e to

o!"

said

B.J

."O

K, l

et's

go,

" th

e ot

hers

chi

med

in, a

nd th

ey f

ollo

wed

Max

. The

wat

erno

w c

over

ed th

e bo

ttom

of

the

brid

ge. T

heir

fee

t beg

an to

slip

and

slid

e.T

hey

had

to h

old

on to

the

raili

ng to

pul

l the

mse

lves

tow

ard

the

othe

r si

de.

226

2

.1*

,

tt'4

1kf

1.

55 'rlt=

?.7-

;;Aik

,4,,

A:::

*5

'

4 45

Sudd

enly

Max

lost

his

gri

p. B

.J.

was

rig

ht th

ere,

and

she

gra

bbed

him

by

the

shir

t, ju

st in

tim

eto

sto

p hi

m f

rom

bei

ng w

ashe

d do

wnr

iver

.

Wat

er P

ower

"He'

s ov

er h

ere.

He

cros

sed

the

rive

r!"

Max

sho

uted

as

soon

as h

e an

dB

.J. r

each

ed th

e op

posi

te b

ank

and

scra

mbl

edou

t of

the

wat

er. "

Her

e ar

ehi

s fo

otpr

ints

!"A

ll th

e re

st o

f th

e N

euro

Exp

lore

rsw

ere

righ

t beh

ind

them

, exc

ept f

orIs

ley

II. H

e w

as s

till

on th

e br

idge

. He

coul

d ba

rely

hol

d on

. Sud

denl

y,on

esi

de o

f th

e ha

ndra

il br

oke

off

in f

ront

of

him

.

6 3

23

"My

hand

s ar

esl

ippi

ng!"

Isl

ey I

Isc

ream

ed to

his

fri

ends

.T

hey

coul

d se

e th

e te

rror

in h

is e

yes.

"Hol

d on

!" y

elle

dIs

ley

I, s

tart

ing

to g

o in

toth

e w

ater

aft

er h

isbr

othe

r. H

e w

as s

topp

edby

a lo

ng b

ranc

h th

atfl

oate

d be

twee

n th

em.

Qui

ckly

, he

caug

ht th

ebr

anch

and

pus

hed

itto

war

d Is

ley

II, s

hout

ing,

^-"G

rab

this

and

I'll

pul

lyo

u ou

t!"

The

Neu

roE

xplo

rers

wat

ched

in h

orro

r. A

log

65

was

flo

atin

g ra

pidl

yto

war

d Is

ley

II. I

tkn

ocke

d hi

m a

way

fro

mth

e br

anch

, and

the

curr

ent w

ashe

d hi

mdo

wns

trea

m.

"N00

0000

!!!"

scr

eam

ed I

sley

I, a

nd h

e st

arte

d to

run

alo

ng th

e ed

ge o

fth

e ru

shin

g w

ater

. The

oth

ers

wer

e ri

ght b

ehin

d hi

m. V

ince

, who

had

n't

mad

e it

acro

ss th

e br

idge

, joi

ned

the

chas

e on

the

oppo

site

ban

k. T

hey

all

2466

ran

as f

ast a

s th

ey c

ould

, but

they

cou

ldn'

t kee

p up

with

the

floo

ding

riv

er.

The

y sa

w I

s le

y II

's h

ead

in th

e w

ater

, and

then

they

lost

sig

ht o

f hi

mas

he

plun

ged

thro

ugh

the

rapi

ds. T

hey

ran

for

wha

t see

med

like

a m

ile b

efor

eth

e ra

pids

end

ed a

nd th

e ri

ver

slow

ed. T

hen

they

saw

som

ethi

ng f

loat

ing

near

the

shor

e. I

t was

a h

igh-

top

bask

etba

ll sh

oeon

e of

Is

ley

II's

sho

es!

But

Is

ley

II w

as n

owhe

re to

be

seen

."W

e've

lost

him

!" I

s le

y I

moa

ned,

slu

mpi

ng to

the

grou

nd. N

oon

ean

swer

ed. T

hey

all s

tare

d bl

ankl

y at

the

rive

r.T

hen

thro

ugh

the

bush

esca

me

a fa

mili

ar v

oice

. It w

as I

s le

y II

, soa

ked

and

coug

hing

up

som

e w

ater

, but

saf

e! "

You

guys

giv

e up

too

soon

," h

esp

lutte

red.

Is le

y I

had

neve

r be

en s

o ha

ppy

to s

ee h

is b

roth

er. H

era

n ov

er a

nd g

ave

him

a b

ig h

ug. I

s le

y II

was

soa

ked,

scr

atch

edup

and

out

of

brea

th, b

ut h

ese

emed

oka

y."W

hat a

rid

e! M

an, t

hose

are

som

e ra

pids

," I

s le

y II

sai

d. "

You

guys

ough

t to

try

it!"

"Tho

se r

apid

s m

ust h

ave

rattl

ed y

our

brai

n! I

t's n

ot e

xact

lya

safe

spo

rtri

ght n

ow,"

Is

ley

I re

tort

ed. H

e gr

abbe

d hi

s br

othe

r'sar

m a

nd p

ulle

d hi

mfa

rthe

r aw

ay f

rom

the

wild

riv

er.

"Com

e on

, let

's g

et o

ut o

f he

re,"

Kyl

e sa

id. "

Boy

, I'm

neve

r go

ing

tofo

rget

this

day

!""W

e've

stil

l got

to f

ind

my

Gra

ndpa

," a

dded

Max

, tos

sing

Is

ley

II h

ism

issi

ng s

hoe.

25

0,,,")," ''; ''04t";Its

Af N,V.I

,i , ,- .. 4e,.

k z ..,,,,,',, ' -' ,,,,:i

"4',,,,,,,-c,f

':4!,: ''''4'. c,,''a 4,

.). ,),- :`;' " '.!,'

.)).; ' ,).4..7 ''. ': ,.,, ); ,

2k'

a

.))

141:

T.4.4 44,1

>I

Loo

king

for

Gra

ndpa

Vin

ce y

elle

d fr

om a

cros

s th

e ri

ver

that

he

wou

ld g

o ba

ck to

the

road

and

try

to d

rive

acr

oss

dow

nriv

er. H

e w

ould

com

e an

d pi

ck th

em u

p.T

he N

euro

Exp

lore

rs im

med

iate

ly b

egan

to lo

ok f

or f

ootp

rint

s ag

ain.

And

soo

n th

ey f

ound

them

mar

ks m

ade

by a

man

with

a c

aneo

n th

ehi

gh g

roun

d ab

ove

the

wat

er!

The

y le

d in

to th

e w

oods

aw

ay f

rom

the

rive

r.So

on th

e so

ft g

roun

d en

ded

and

the

foot

prin

ts d

isap

pear

ed. "

We'

ve lo

stth

e pr

ints

," s

aid

Josh

. Max

kep

t wal

king

."M

ax, w

e've

lost

the

prin

ts,"

Kyl

e ec

hoed

. "H

ow w

ill w

e fi

nd h

imw

ithou

t foo

tpri

nts?

"M

ax k

ept w

alki

ng, s

ilent

ly. H

e se

emed

to s

ense

som

ethi

ng th

e ot

hers

coul

dn't,

as

he f

ollo

wed

a s

mal

l pat

h in

the

woo

ds. S

udde

nly

he s

topp

ed.

The

re, s

ittin

g on

a r

ock

in th

e cl

eari

ng, w

as h

is g

rand

fath

er.

Max

sto

od v

ery

still

. He

just

sto

od th

ere,

with

out m

ovin

g or

say

ing

aw

ord.

Fin

ally

, The

Bra

in p

ut h

is h

and

on M

ax's

sho

ulde

r. "

We'

re h

ere

for

you,

Max

," h

e w

hisp

ered

.A

s M

ax f

inal

ly s

tepp

ed s

low

ly in

to th

e cl

eari

ng, t

he m

an tu

rned

his

hea

dan

d lo

oked

at h

im. H

is g

rand

fath

er's

fac

e ga

ve n

o si

gn th

at h

e re

cogn

ized

the

boy

wal

king

tow

ard

him

. Max

fro

ze. I

t see

med

like

for

ever

bef

ore

anyo

ne s

poke

.Fi

nally

Max

sai

d so

ftly

, "H

i, G

rand

pa. I

t's m

e, M

ax."

The

old

man

look

ed c

onfu

sed.

All

of a

sud

den

he s

mile

d an

d sa

id,

"Max

! C

ome

give

you

r G

rand

pa a

hug

!" H

is v

oice

was

as

war

m a

s th

eaf

tern

oon

sun

behi

nd h

im.

7127

Con

fusi

ng Q

uest

ions

The

Neu

roE

xplo

rers

all

intr

oduc

ed th

emse

lves

to G

rand

pa M

iller

and

told

him

abo

ut th

e fl

oodi

ng r

iver

."I

'm n

ot s

ure

how

we'

ll ge

t bac

k, G

rand

pa,"

sai

d M

ax. "

The

bri

dge

is u

nder

wat

er, a

nd th

e ro

ads

are

clos

ed. V

ince

sai

d he

'd p

ick

us u

p, b

ut I

don

't kn

ow if

he c

an g

et o

ver

here

unt

il th

e w

ater

goe

s do

wn.

""Y

ou k

now

, som

etim

es I

get

mix

ed u

p ab

out

whe

re I

'm g

oing

, Max

," h

is G

rand

pa s

aid

calm

ly,

"but

you

r G

rand

ma

and

I us

ed to

live

rig

ht o

ver

ther

e.I

grew

up

in th

ese

woo

ds, a

nd I

hel

ped

build

the

dam

.It

sho

uldn

't be

too

far.

fro

m h

ere.

The

re's

a w

alkw

ayri

ght a

cros

s th

e to

p of

the

dam

that

will

take

us

to th

eot

her

side

of

the

rive

r."

It w

as tr

ue. M

ax's

gra

ndfa

ther

had

gro

wn

up h

ere,

and

he k

new

this

riv

er a

nd th

e su

rrou

ndin

g w

oods

very

wel

l. T

he N

euro

Exp

lore

rs r

ecal

led

Prof

esso

rO

ttzin

ger's

wor

ds a

bout

Alz

heim

er's

dis

ease

. Whi

lepe

ople

with

A.D

. hav

e di

ffic

ulty

rem

embe

ring

dire

ctio

ns a

nd c

an e

asily

get

lost

, the

y of

ten

have

no

prob

lem

rec

allin

g ol

d m

emor

ies

from

the

past

. The

yw

ould

trus

t Gra

ndpa

Mill

er's

mem

orie

s to

lead

them

out o

f th

e w

oods

and

ove

r th

e da

m.

The

old

man

poi

nted

to a

n ov

ergr

own

path

, and

the

who

le g

roup

hik

ed to

war

d th

e da

m. G

rand

paM

iller

sto

pped

whe

n th

ey c

ame

to a

ste

ep, r

ocky

slop

e. H

e tu

rned

to K

yle

and

aske

d, "

Lar

ry, c

an y

ouan

d M

ax h

elp

me

up th

is h

ill?"

Mem

orie

s

are

stor

ed in

the

brai

n as

chan

ges

inth

e sy

naps

esor

con

nect

ions

amon

gne

uron

s in

diffe

rent

part

s of

the

brai

n. R

emar

kabl

y, th

e br

ain

can

com

bine

alre

ady-

stor

ed in

form

atio

nw

ith n

ew in

put f

rom

the

sens

es to

mak

e de

cisi

ons

and

eval

uate

new

situ

atio

ns.

Peo

ple

with

Alz

heim

er's

dis

ease

hav

edi

fficu

lty w

ith th

e pr

oces

s of

form

ing

new

mem

orie

s. S

omet

imes

it h

elps

for

them

to w

rite

thin

gs d

own

or to

put s

igns

aro

und

thei

r ho

mes

to h

elp

them

rem

embe

r.

28

i,4

Kyl

e lo

oked

at G

rand

pa M

iller

, puz

zled

. Max

spo

ke u

p, "

Don

't yo

u m

ean

Kyl

e, G

rand

pa?"

"OhK

yle.

I'm

sor

ry a

bout

that

. Gue

ss I

'm n

ot to

o go

od w

ith n

ames

thes

e da

ys,"

Gra

ndpa

Mill

er s

aid.

The

n he

took

a p

en a

nd a

sm

all n

oteb

ook

out o

f hi

s sh

irt p

ocke

t. "I

've

been

usi

ng th

is n

oteb

ook

to h

elp

me

rem

embe

rth

ings

," h

e co

ntin

ued.

"K

yleI

'll w

rite

that

dow

n."

Whe

n he

fin

ishe

d, h

e po

inte

d to

Is

ley

II a

nd s

aid,

"I

don'

t kno

w y

ou.

You

r na

me

is...

?""I

s le

y II

," th

e bo

y re

plie

d po

litel

y.A

s G

rand

pa M

iller

beg

an to

wri

te th

e na

me,

he

look

ed u

p an

d sa

w b

oth

Isle

ys, s

tand

ing

toge

ther

. "O

h, d

ear,

" he

exc

laim

ed, "

ther

e ar

e tw

o of

you

!O

nly

one

is s

oaki

ng w

et."

He

rubb

ed h

is e

yes

in c

onfu

sion

and

sta

red

atth

e al

mos

t ide

ntic

al-l

ooki

ng p

air.

"Ah,

yes

," h

e sa

id f

inal

ly, "

you

mus

t be

twin

s! I

did

n't k

now

ther

e w

ere

twin

s he

re."

Mr.

Mill

er c

huck

led,

sho

ok h

is h

ead

and

wro

te in

his

boo

k,

tit

havi

ng f

orgo

tten

that

he

met

the

twin

s on

ly a

sho

rt ti

me

ago.

"O

kay,

let's

get g

oing

," h

e co

ntin

ued.

"So

meb

ody

give

me

a ha

nd."

Gra

ndpa

Mill

er p

ut th

e no

tebo

ok b

ack

in h

is p

ocke

tas

Kyl

e an

d M

axhe

lped

him

up

the

stee

p pa

th. T

hey

wal

ked

on, l

ooki

ng f

or th

e da

m.

Sudd

enly

, Max

sto

pped

and

sta

red

at th

e gr

ound

.So

on th

e ot

her

Neu

roE

xplo

rers

saw

wha

t Max

saw

. Not

ten

feet

away

from

them

, rig

ht in

the

mid

dle

of th

e pa

th,

was

a c

olor

fully

str

iped

sna

ke!

Rem

embe

ring

Rhy

mes

Gra

ndpa

Mill

er d

idn'

t see

m to

see

the

snak

e. H

e ke

pt w

alki

ng u

ntil

hew

as w

ithin

two

feet

of

it. T

hen

he s

topp

ed a

nd lo

oked

dow

n. T

heN

euro

Exp

lore

rs w

ere

horr

ifie

d. "

Gra

ndpa

," M

ax w

hisp

ered

hoa

rsel

y."S

hhh.

Be

very

qui

et,"

Gra

ndpa

Mill

er s

aid,

all

the

time

look

ing

at th

esn

ake.

The

n he

did

som

ethi

ng n

one

of th

e N

euro

Exp

lore

rs c

ould

bel

ieve

.H

e be

nt d

own

and

gent

ly li

fted

the

snak

e fr

om th

e gr

ound

! H

e tu

rned

arou

nd w

ith th

e sn

ake

in h

is h

ands

. Eig

ht p

airs

of

wid

e-op

en, a

maz

edey

esw

ere

star

ing

at G

rand

pa M

iller

and

the

snak

e."R

ed th

en b

lack

. The

sna

ke is

str

iped

red

then

bla

ck!"

Is

ley

I sh

oute

d,w

ith a

look

of

grea

t rel

ief.

"Red

then

bla

ck, f

rien

d of

Jac

k,"

Gra

ndpa

Mill

er s

aid

with

a sm

ile.

All

the

Neu

roE

xplo

rers

cha

nted

the

poem

abo

ut s

nake

s th

at I

s le

y I

had

told

them

that

mor

ning

"Red

then

yel

low

,K

ill a

fel

low

.R

ed th

en B

lack

,Fr

iend

of

Jack

."

30

"You

gav

e us

a s

care

,G

rand

pa,"

Max

sai

d "I

c.,.

.

thou

ght y

ou d

idn'

t see

that

sna

ke a

nd w

ere

goin

g,

,..,

;,

to g

et b

it."

"Wel

l, M

ax, I

may

have

trou

ble

with

my

4It

t's

-k+

r

L,

scho

ol, y

ou k

now

red

then

bla

ck,"

Gra

ndpa

Mill

er s

aid

with

a g

rin.

,..,

He

look

ed a

t the

sna

kefo

r a

min

ute

and

,Y;;

,,

mum

bled

, "N

ow, w

hat d

o

mem

ory,

but

I c

an s

ee ju

stfi

ne. I

lear

ned

that

poe

mba

ck w

hen

I w

as in

you

call

that

kin

d of

snak

e? U

h...I

can

't se

emto

rem

embe

r...m

ilksn

ake!

Yes

, the

re a

lway

s41

,

wer

e m

ilk s

nake

s ar

ound

here

by

the

rive

r w

here

we

built

the

dam

. The

ylo

ok a

lot l

ike

cora

lsn

akes

, but

thei

r st

ripe

s ar

e di

ffer

ent..

.." H

is v

oice

trai

led

off.

rl31

E 0

Gra

ndpa

's V

icto

ryG

rand

pa M

iller

look

ed a

way

then

, as

thou

gh h

e ha

d fo

rgot

ten

all a

bout

the

snak

e, a

nd w

here

they

wer

e, a

nd w

hat t

hey

wer

e do

ing.

He

gaze

d of

fin

to th

e di

stan

ce. F

inal

ly h

e tu

rned

bac

k to

Max

and

sai

d, "

Now

, wha

tw

ere

we

look

ing

for?

""L

ook,

ther

e it

is!

The

re's

the

dam

just

bey

ond

thos

e tr

ees,

" sa

id M

ax.

Gra

ndpa

put

the

snak

e ba

ck d

own

on th

e gr

ound

and

wat

ched

itw

rigg

le o

ff a

s he

sai

d to

him

self

, "I

knew

the

dam

was

her

e."

The

Neu

roE

xplo

rers

wer

e am

azed

that

, alth

ough

Gra

ndpa

Mill

erne

eded

a n

oteb

ook

to r

emem

ber

thei

r na

mes

and

oft

en g

ot lo

st in

new

plac

es, h

e st

ill r

emem

bere

d po

ems

from

his

sch

ool d

ays

and

the

woo

ds h

ekn

ew s

o w

ell w

hen

he w

as y

oung

. The

y w

ere

glad

they

'd g

otte

n to

mee

tM

r. M

iller

. Max

was

pro

ud o

f hi

s gr

andf

athe

r, a

nd h

e sm

iled

as th

eyw

alke

d to

geth

er a

cros

s th

e da

m.

Just

as

they

not

iced

the

sun

getti

ng lo

wer

in th

e sk

y, th

ey c

augh

t sig

ht o

fR

iver

bend

Gar

dens

. Gra

ndpa

Mill

er p

ause

d fo

r a

mom

ent a

nd p

ut h

is h

and

on M

ax's

sho

ulde

r. "

You

'll c

ome

back

to s

ee m

e ag

ain,

won

't yo

u?"

heas

ked. Max

rea

lized

that

the

days

he

spen

t with

his

gra

ndfa

ther

now

wer

e ve

ryim

port

ant.

"Eve

ry w

eek,

if I

can

," h

e an

swer

ed, p

uttin

g hi

s ar

m a

roun

d hi

sG

rand

pa's

wai

st. A

ll th

e N

euro

Exp

lore

rs k

new

that

they

wan

ted

to c

ome

back

, too

. Thi

s ha

d be

en a

mem

orab

le d

ay f

or e

very

one!

32

4*4ftt.4

11,1

GL

OSS

AR

Y

Alz

heim

er's

dis

ease

(A

LL

Z-h

y-m

erz

diz-

eez)

a di

seas

e, f

ound

esp

ecia

lly in

old

erad

ults

, tha

t dam

ages

or

dest

roys

cel

ls o

f th

e ce

ntra

l ner

vous

sys

tem

so

that

peop

le c

an n

o lo

nger

rem

embe

r or

thin

k pr

oper

lyar

chae

olog

ist (

ar-k

ee-A

HL

-uh-

jist)

a sc

ient

ist w

ho s

tudi

es th

e re

mai

ns o

f pa

sthu

man

life

asso

ciat

ion

(uh-

so-s

ee-A

-shu

n)br

oad

cate

gory

of

lear

ning

that

invo

lves

the

form

atio

n of

men

tal c

onne

ctio

ns a

mon

g se

nsat

ions

, ide

as, m

emor

ies

and/

orm

ovem

ents

brai

n (B

RA

YN

)th

e co

ntro

l cen

ter

of th

e ce

ntra

l ner

vous

sys

tem

, loc

ated

with

inth

e sk

ull a

nd a

ttach

ed to

the

spin

al c

ord;

the

com

man

d ce

nter

of

the

body

cere

bellu

m (

sehr

-uh-

BE

L-u

m)

part

of

the

brai

n lo

cate

d di

rect

ly a

bove

the

brai

nste

m th

at c

ontr

ols

the

sens

e of

bal

ance

and

hel

ps th

e m

uscl

es w

ork

toge

ther

for

lear

ning

and

coo

rdin

atio

n of

rot

e m

ovem

ents

cere

bral

cor

tex

(suh

-RE

E-b

ruhl

KO

R-t

ex)

the

oute

rmos

t lay

er o

f th

e br

ain'

sce

rebr

um; c

ontr

ols

our

mos

t adv

ance

d ab

ilitie

s, s

uch

as s

peec

h an

d re

ason

ing

cere

brum

(su

h-R

EE

-bru

m)

the

larg

e, r

ound

ed o

uter

laye

r of

the

brai

n w

here

thin

king

and

lear

ning

occ

ur, s

enso

ry in

put i

s re

ceiv

ed a

nd v

olun

tary

mov

emen

tis

sta

rted

clas

sica

l con

ditio

ning

(K

LA

S-ih

-kuh

l kon

-DIS

H-u

hn-i

ng)

type

of

lear

ning

by

asso

ciat

ion

in w

hich

a n

eutr

al s

timul

us (

for

exam

ple,

a s

ound

or

a lig

ht)

ispa

ired

with

a s

econ

d st

imul

us th

at c

ause

s a

resp

onse

(fo

r ex

ampl

e, th

e pr

esen

ceof

foo

d, w

hich

lead

s to

sal

ivat

ion)

Dar

win

, Cha

rles

(D

AR

-win

)a

natu

ralis

t in

the

1800

s w

ho s

tudi

ed p

lant

s an

dan

imal

s ar

ound

the

wor

ld a

nd is

kno

wn

for

his

book

, "O

n th

e O

rigi

n of

Spe

cies

"di

seas

e (d

iz-E

EZ

)si

ckne

ss; a

con

ditio

n th

at h

arm

s th

e no

rmal

fun

ctio

n of

som

epa

rt o

r pa

rts

of th

e bo

dy

epile

psy

(EH

-pih

-lep

-see

)a

cond

ition

bro

ught

abo

ut b

y su

dden

cha

nges

in th

eac

tivity

of

neur

ons

in th

e br

ain;

aff

ects

a pe

rson

's a

war

enes

s an

d ac

tions

, oft

enw

ith je

rkin

g m

ovem

ents

of

the

body

and

lim

bs, f

orsh

ort p

erio

ds o

f tim

efr

actu

re (

FRA

K-c

hur)

a br

eak,

esp

ecia

lly o

f a

bone

hipp

ocam

pus

(hip

-uh-

KA

M-p

us)

a se

ahor

se-s

hape

d ar

ea o

f ne

uron

s in

eac

hte

mpo

ral l

obe

of th

e br

ain;

for

ms

and

stor

es n

ew m

emor

ies

[plu

ral:

hipp

ocam

pi(h

ip-u

h-K

AM

-pye

)]im

itatio

n (i

h-m

ih-T

A-s

hun)

type

of

lear

ning

that

invo

lves

obs

ervi

ng s

omeo

ne e

lse

and

copy

ing

his

or h

er a

ctiv

ityle

arni

ng (

LE

RN

-ing

)ga

inin

g kn

owle

dge

or s

kill

by in

stru

ctio

n, s

tudy

orex

peri

ence

lobe

(L

OH

B)

a cu

rved

or

roun

ded

part

of

a bo

dy o

rgan

long

-ter

m m

emor

y (L

AW

NG

-tur

m M

EM

-uh-

ree)

- th

e ty

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The Brain Link® series for health and science education provides:

Adventures in learning: Story BooksExciting hands-on: Activities Guide for TeachersEngaging health/science mini-magazine: Explorations for Children and Adults

The Brain Link series includes:

SkullduggeryBrain Comparisons

The Cookie CrumblesSensory Signals

p) EMORAPOWI

cst405oc°°.**

Trouble at TsavoMotor Highways

Danger at Rocky RiverMemory & Learning

96

BrainLink®

ACTIVITIESU J R ? Tr EE k1S

Memory and LearningRevised Edition

Nancy Moreno, Ph.D.Barbara Tharp, M.S.Judith Dresden, M.S.

Katherine Taber, Ph.D.Leslie Miller, Ph.D.

Baylor College of Medicine

Houston, Texas

97

© 1997 by WOW! PublicationsAll rights reserved. Revised Edition 1997Printed in the United States of AmericaWOW! Publications, Inc.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

ISBN: 1-888997-24-9

The mark "Brain Link" is a registered service mark of WOW! Publications."NeuroExplorers" is a trademark of WOW! Publications.

No part of this book may be reproduced by any mechanical, photographic, orelectronic process, or in the form of an audio recording, nor may it be stored ina retrieval system, transmitted, or otherwise copied for public or private usewithout prior written permission of the publisher. Black-line mastersreproduced for classroom use are excepted.

The activities described in this book are intended for school-age children underdirect supervision of adults. The authors, Baylor College of Medicine and thepublisher cannot be responsible for any accidents or injuries that may resultfrom conduct of the activities, from not specifically following directions, or fromignoring cautions contained in the text.

Development of Brain Link' educational materials was supported, in part, byfunds from the National Institutes of Health, Science Education PartnershipAward grant number R25 RR09833 to Baylor College of Medicine. Theopinions, findings and conclusions expressed in this publication are solely thoseof the authors and do not necessarily reflect the views of Baylor College ofMedicine, the sponsoring agency, or the publisher.

Cover design: Bob PerettiDesign and production: Kerrie KernsIllustrations: Kerrie Kerns, Carrie Presley, T Lewis and the Medical

Illustration service of Baylor College of Medicine

9g

Table of ContentsAcknowledgments ii

About Brain Link iii

Where Do I Begin? iv

Sample Sequence of Activities, Adventures and Explorations v

Materials vi

Activity 1. Memory is a Backpack 1

Activity 2. Memory Challenge 5

Activity 3. Memorable Moments 9

Activity 4. Mirror Writing 17

Activity 5. A-Mazed

Activity 6. Profiles in Learning

Activity 7. What's Your Story?

Glossary

20

27

35

40

Science and Health for Kids!

These BrainLink Activities are designed to be used with othercomponents of the Memory and Learning unit:

BrainLink AdventuresDanger at Rocky River: The NeuroExplorersTM in a

Memorable Misadventure

BrainLink ExplorationsMemory and Learning

99

Brain Link@1997, WOW! Publications

ACKNOWLEDGMENTS

The Brain Link project at Baylor College of Medicine hasbenefited from the vision and expertise of scientists andeducators from a wide range of specialties. Our heartfeltappreciation goes to James Patrick, Ph.D., Professor and Headof the Division of Neuroscience, Stanley Appel, M.D., Professorand Chairman of Neurology and Carlos Vallbona, M.D.,Distinguished Service Professor and Chairman of CommunityMedicine at Baylor College of Medicine, who have lent theirsupport and expertise to the project. We also express ourgratitude to Leslie Miller, Ph.D., who assembled the originalBrain Link development team and guided the Brain Link projectthrough its first years, and to Cynthia Bandemer, M.P.H.,Director of Education, Houston Museum of Health and MedicalScience, who directed Brain Link activities sponsored by theHarris County Medical Society.

Members of the original Brain Link steering committee providedmuch valued vision and inspiration for shaping the originaldirection and design of the project: Terry Contant, Ph.D.;Barbara Foots, M.S.; Anne Hayman, Ph.D.; Judith Livingston,M.Ed.; Christina Meyers, Ph.D.; Kathleen Philbin, Ph.D.;Carolyn Sumners, Ed.D.; and Katherine Taber, Ph.D.

Several colleagues provided guidance for this unit. In particularwe would like to offer our special thanks to: Dane Chetkovich,M.D., Ph.D.; Cynthia Dresden, B.A.; Joey English, Ph.D.; JudithFeigin, Ed.D.; Judith Livingston, M.Ed.: Charles Morrissey,M.A.; Craig Powell, Ph.D.; and Erik Roberson, Ph.D. Thanksalso go to Garth Vaz, M.D., and Anne Bancroft, who graciouslyagreed to let us feature them in the "Profiles in Learning"activity.

Special thanks go to the National Institutes of Health, ScienceEducation Partnership Awards Program, to Marjorie A. Tingle,Ph.D. and to Robert Hendrickson, Ph.D. for their support of theBrain Link project.

We are especially grateful to the many classroom teachers in theHouston area who eagerly participated in the field tests of thesematerials and provided invaluable feedback.

Brain Link Project Director: Judith Dresden, M.S.Brain Link Project Co-director: William Thomson, Ph.D.Brain Link Project Faculty: Barbara Tharp, M.S. and Nancy Moreno, Ph.D.

lopAcknowledgmentsMemory and Learning

"The brain is the last andgrandest biological frontier,the most complex thing wehave yet discovered in ouruniverse. It containshundreds of billions of cellsinterlinked through trillionsof connections. The brainboggles the mind."

James D. Watsonfrom Discovering the BrainNational Academy Press1992

BrainLink@1997, WOWI Publications

ABOUT BRAINLINK - Science and Health for Kids!

The Brain Link Project's exciting Activities, Explorations andAdventures "link" students, teachers and parents to advancedknowledge of the brain and nervous system and to vital science andhealth information. Prepared by teams of educators, scientists andhealth specialists, each Brain Link unit focuses on a different aspect of

the brain and the nervous system. The activity-based, discovery-oriented approach of the Brain Link materials is aligned with the

National Science Education Standards and the National Health

Education Standards.

The three components of each Brain Link unit help students learnwhy their brains make them special.

BrainLink Adventures presents the escapades of theNeuroExplorers Club in an illustrated storybook that alsoteaches science and health concepts.

Brain Link Explorations for Children and Adults is a colorful

mini-magazine full of information, activities and fun things to

do in class or at home.

FOR CHILDREN AND ADULTS

Brain Link Activities - Guide for Teachers presents activity-

based lessons that entice students to discover concepts in

science, mathematics and health through hands-on activities.

GUIDE FOR TEACHERS

Brain Link materials offer flexibility and versatility and areadaptable to a variety of teaching and learning styles.

Brain Link01997, WOW! Publications .'iv

10.E

WHERE DO I BEGIN?

The Adventures, Explorations and Activities components of each Brain Link unit are designed to be usedtogether to introduce and reinforce important concepts for students. To begin a Brain Link unit, someteachers prefer to generate students' interest by reading part or all of the Adventures story. Others use thecover of the Explorations mini-magazine as a way to create student enthusiasm and introduce the unit. Stillothers begin with the first discovery lesson in the Brain Link Activities Guide for Teachers.

If this is your first Brain Link unit, you may want to use the pacing chart on thefollowing page as a guide to integrating the three components of the unit intoyour schedule. When teaching Brain Link for 45 to 60 minutes daily, mostteachers will complete an entire Brain Link unit with their students in two tothree weeks. If you use Brain Link every other day or once per week, oneunit will take from three to nine weeks to teach, depending on the amountof time you spend on each session.

The Brain Link Activities Guide for Teachers provides backgroundinformation for you, the teacher, at the beginning of each activity. Inaddition, a listing of all materials, estimates of time needed to conductactivities, and links to other components of the unit are given as aids forplanning. Questioning strategies, follow-up activities and appropriatetreatments for student-generated data also are provided. The final activityin each Brain Link Activities Guide for Teachers is appropriate for assessingstudent mastery of concepts.

Using Cooperative Groups in the Classroom

Cooperative learning is a systematic way for students to work together in groups of two to four. It providesan organized setting for group interaction and enables students to share ideas and to learn from one another.Through such interactions, students are more likely to take responsibility for their own learning. The use ofcooperative groups provides necessary support for reluctant learners, models community settings wherecooperation is necessary, and enables the teacher to conduct hands-on investigations with fewer materials.

Organization is essential for cooperative learning to occur in a hands-on science classroom. There arematerials to be managed, processes to be performed, results to be recorded and clean-up procedures to befollowed. When students are "doing" science, each student must have a specific role, or chaos may follow.

The Teaming Up model* provides an efficient system. Four "jobs" are delineated: Principal Investigator,Materials Manager, Reporter, and Maintenance Director. Each job entails specific responsibilities. Studentswear job badges that describe their duties. Tasks are rotated within each group for different activities, so thateach student has an opportunity to experience all roles. Teachers even may want to make class charts tocoordinate job assignments within groups

Once a cooperative model for learning has been established in the classroom, students are able to conductscience activities in an organized and effective manner. All students are aware of their responsibilities andare able to contribute to successful group efforts.

* Jones, R. M. 1990. Teaming Up! LaPorte, Texas: ITGROUP.

Where Do I Begin?Memory and Learning

102 BrainLink01997, WOW! Publications

Memory and LearningSample Sequence of Activities, Adventures and Explorations

The components of this Brain Link unit can be used together in many ways. If you have never used

these materials before, the following outline might help you to coordinate the Activities described in this

book with the unit's Adventure story (Danger at Rocky River) and Explorations mini-magazine (Memory

and Learning).

Similar information also is provided for you in the Links section of each activity in this book.

Activity ConceptsClass Periodsto Complete

Activity

Links to Other Components of Unit

Adventures:Rocky River

Explorations:Memory and Learning

1. Memory is aBackpack

There are several kinds oflearning.

IRead: Red then Yellow;Brain Power

Memories poem (p 2)

2. Memory Challenge

Declarative memory isconcerned with people.facts and events.

3Read: Remembering anOld Friend; Tricks of theMemory

Cover; Gray Matters (p 2);Memory Power (p 5)

3. Memorable MomentsShort-term and long-termare two stages of memory.

I or moreRead: The Hippo Takesa Dive; Good Dog Witha Bad Memory

Gray Matters (p 2); Pavlov'sDogs (p 6); Careers (p 5)

4. Mirror WritingProcedural memory is ourmemory of how to dothings.

I or moreRead: How Are YourHippocampi?; Max'sFear; A Warning

Gray Matters (p 2); Backcover

5. A-MazcdLearning is a complexprocess.

Read: Games andGrandparents; A RagingRiver; Water Power

Gray Matters (p 2); Decadeof the Brain (p 4)

6. Profiles in LearningThere are a variety oflearning disorders.

IRead: Looking forGrandpa; ConfusingQuestions

Inventor Thomas EdisonNeuro(p 6); The Neu Side (p 7)

7. What's Your Story?Summary and assessmentactivity

IRead: RememberingRhymes; Grandpa'sVictory

Use Your Brain - PromoteYour Health (p 4)

BEST COPY AVAILABLE

103Brain Link01997, WOW! Publications

Sample SequenceMemory and Learning

MaterialsYou will need the following materials to teach this unit.

small trays or plates (one per group) (Activity 2)

paper towels (one per group) (Activity 2)

10-15 different small objects (per group) (Activity 2)

dice (one per group) (Activity 3)

small game pieces (12 per group) (Activity 3)

small unbreakable mirrors (one per student) (Activity 4)

card stock or heavy paper (one letter-sized sheet per student)(Activity 5)

school glue (at least one container per group) (Activity 5)

sand or glitter (or glitter pens) (4 oz per group) (Activity 5)

empty cereal boxes (one per pair of students) (Activity 5)

watches or clock with a second hand (Activity 5)

MaterialsMemory and Learning

104

Call 1-800-969-4996for information aboutBrainLink printedmaterials and supplies.

Brain Link@1997.WOWI Publications

Memory is a BackpackBRAINLINK BACKGROUND (for the teacher)

Memory and Learning

We learn continuously throughout our lives. Every day, new

information enters our brains, is processed and is stored in a

way that allows it to be found again and used. The"storerooms" in our brains hold memories of all the people wehave known and experiences we have had, emotions we have

felt, facts we have learned, skills we have mastered and all of

our vocabularies and knowledge of languages.

When information is kept in the brain in a way that allows

it to be found and used later, we say that it has been learned.Learning is closely coupled to memory. Once we have "learned"something, we can recall it from memory, or "remember" it. In

other words, learning is the process of acquiring information orskills. Memory refers to the recall of stored knowledge or skills.

Sometimes we make a conscious effort to learn somethingwhen we play new music on the piano, for example. Othertimes, we learn things without any effort at all. Have you everfound yourself singing a jingle that you have heard on the radio

or TV, but never tried to learn?

Types of Learning

Even very simple animals are capable of some kinds oflearning. They can, for example, adjust their responses to light

or to being touched based on past experience. In higher animals,

including humans, most learning involves the formation ofassociations. When we learn by association, we make

connections among sensations, ideas, memories and responses. If

your cat or dog runs to the kitchen when you open therefrigerator, it probably has learned to associate the sound of the

door with being fed.

Often, associative learning is combined with other ways of

learning. For example, human babies learn language byimitating the adults and older children around them and byassociating the sounds they make with different outcomes.

imitation is an important component of many kinds of learning,such as learning to speak, tie a shoelace or shoot a basketball.

Repetition also is an important clement of many learning

processes. We say phone numbers several times to ourselves tohelp us remember them. We repeat our baseball or tennis swings

to improve the coordination of our movements. As youngchildren, we even practiced walking until we became skilled!

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ACTIVITY 1

CONCEPTSLearning is the process ofacquiring information andskills.Memory is the recall ofstored information.There are several types oflearning.

OVERVIEWStudents will experienceexamples of different types oflearning by memorizing apoem that Is accompanied byhand and body movements.

SCIENCE & MATH SKILLSCommunicating, inferring

TIMEPreparation: 20 minutesClass: 45 minutes

MATERIALS.optional overheadtransparency or copies of thepoem "Memories"

Classical ConditioningClassical conditioning, describedby Ivan Pavlov, is one kind oflearning by association. Pavlov,who studied digestion in dogs,observed that the mere sight offood would cause them to sali-vate. He trained dogs to standquietly in harnesses and, afterthe sound of a bell, fed themmeat powder. He observed whenthe dogs salivated. After repeat-ing the experiment a few times,he found that the dogs wouldsalivate when the bell rang,before they received the meatpowder. They had learned, orbeen conditioned, to react to thebell the same way they respond-ed to the presence of food.

1. Memory Is a BackpackMemory and Learninc

Since our brains continuously receive new information fromthe sensory system (eyes, ears, nose, tongue and skin), we learn

many things without consciously trying. Learning is notsomething that happens only in school! To observe this kind oflearning (sometimes called latent learning), try moving acommon object, such as the trash can, to a different spot in yourclassroom. How many times do your students go to the old

place?

This activity allows students to experience learning throughassociation, imitation and repetition by memorizing andperforming a poem accompanied by hand movements.

LINKS

This activity may be taught along with the followingcomponents of the Memory and Learning unit.

Danger at Rocky River chapters:Red Then YellowBrain PowerNOTE: If this is your students' first Brain Link Adventure

story, have them read the introductory sectionsTheBeginning and The Club Membersbefore continuingwith the rest of the book.

Explorations:Memories Poem (page 2)

SET-UP

This activity should be conducted with the entire class.

PROCEDURE

1. Prior to beginning this activity, prepare yourself by readingand practicing the poem, "Memories," using the handmotions described in the box and illustrated on page 4. Thesuggested motions should become smooth and easy toremember after a few tries. Feel free to modify the motionsfor your class.

2. Talk about memory and learning with the class. Ask forideas about what memory is and how it is useful. What does

it mean to learn something or remember something? Whatdo memory and learning have to do with each other?

3. The poem "Memories" presents one way to think aboutlearning and memory. Introduce it to your students in one ormore of the following ways.

Read it aloud from the Explorations of this unit.

1. Memory Is a BackpackMemory and Learning

Repetition is an importantway of learning.

Memories

Your memory is a backpack

Touch upper back with hands

Where you keep all your notes -Writing motion, one hand

writing on other

AU the ones you want to keep,

Pull hands into chest, holdingsomething

And even those you don't.

Make throwing away motion

It takes them and It files them

Gathering motion, pullingtoward waist

In pockets made for you

Bring hands down and into pockets(pants, jacket or imaginary)

They all have special places,

Touch hands to top of head

Some for longer, it Is true.

Spread arms far apart

There's a place forshort-term memories

Quickly and lightly touch sides ofhead with hands

Of what happened Just today,

Point index fingers down Infront of body

But lots of long-term space, as well,Extend arms outward, indicating a

large space

For things that need to stay.With both hands, push "memories"

into head,nodding as if saying, "yes"

luteBrainLink

01997. WOWI PublicatIone

Project an overhead transparency of the illustrated poemgiven on page 4 of this book.

Give each child a copy of the illustrated poem.

4. Read or recite the poem for the class, using the handmotions given. Then, let your students join you in saying thepoem and performing the movements along with it. Try itseveral times.

Possible variations

Break the members of the class into small groups; letthem practice and then come back together to performthe poem with movements.

Divide the class into three or six groups, with each groupassigned to one verse or two lines of the poem. Bringthem all together to perform the poem as a round robin.

5. Suggest/describe/reinforce how the students learned the poemby imitation (watching the teacher), repetition (saying and/ordoing something over and over, practicing or rehearsing) andassociation (connecting the words with the motions).

6. Repeat the poem and the motions later in the day and/or forthe next few days. Then ask, Do you remember most of thewords and motions of the poem, "Memories"? Have youlearned the entire poem? Talk about how learning has beentaking place. Ask, What helped you learn the poem?

BRAIN JOGGING

Here are more ideas for you and your students to explore.

Would it be possible to spend an entire day without learninga single thing? How about without using your memory?

What are some things that you have learned by watchingand doing the same thing as someone else? How about bypracticing?

Do animals remember? What types of things might animalsremember? How do you think different kinds of animalslearn?

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10r440

Imitation is another way inwhich we learn.

InstinctSome kinds of knowledgealready are "wired" into thenervous system atbirthlike a baby's knowinghow to smile at his or hermother or a bird's, knowinghow to build a nest: This isknown as instinct.

u.

HabituationBecoming used to a repeatedstimulus (like a loud noise) iscalled habituation. Forexample, you might bestartled or jump the first timesomeone blows a loudwhistle. After a while,however, if the sound isrepeated with no ill effects,you will stop jumping everytime you hear it. On theother hand, if somethingpainful happens along withthe loud sound, your reactionto the whistle will be moreexaggerated the next timeyou hear it. An increase inthe response to a stimulus iscalled sensitization. This is avery basic kind of learning.

1. Memory Is a BackpackMemory and Learning

Marmon les

Your memory is a backpack

Where you keep all your notes

All the ones you want to keep

And even those you don't.

It takes them and it files them

In pockets made for you.

They all have special places,

Some for longer it is true.

There's a place for short-term memories

Of what happened just today,

But lots of long-term space, as well,

For things that need to stay.

1. Memory Is a BackpackMemory and Learning

108 Brain LinkO1997, WOW! PublIcatione

Memory Challenge

BRAINLINK BACKGROUND (for the teacher)

Who, What, Where and When

Our "memory banks" hold records of our past, including

our experiences and what we have learned about people, places,

events and facts. These types of memoriesmemories of what

we have experienced and learnedare processed and stored in

pathways in the cerebral cortex. This form of memory often is

called declarative memory, because it can be recalled and stated,

or declared, "Yesterday, I ate a peanut hurter sandwich for

lunch," or, "Nine times eight equals 72."

Declarative memories are processed and stored separatelyfrom memories of how to do things, which are stored in the

cerebellum. That form of memory, called procedural memory, is

highlighted in Activity 4, "Mirror Writing."

Improving Memory

There are many ways to improve our performances in

certain kinds of declarative memory tasks. Known asmnemonics, these strategies make it easier to remember names,

dates or lists. A few mnemonic techniques are listed below.

Rhythm and rhyme form the basis of many simple memoryboosters. For example, a tricky grammatical rule is easy toremember when stated as: "I before E except after C."

0 Acronyms and phrases pro-vide hints that help us remem-ber long strings of names orlists. The acronym, "ROY G.

BIV," has helped countlessnumbers of students remem-ber the colors of the spectrum(red, orange, yellow, green,blue, indigo, violet). The firstletters of the words in thephrase, "My Very EnergeticMother Just Served Us NinePizzas," makes it easier toremember the names andorder of the planets in oursolar system.

Mental images can be useful for recalling names and lists. To

remember the name of someone you have just m2i4,' construct

1 ° 2. Memory ChallengeMemory and LearningBrain Link

@1997, WOW1Publications

ACTIVITY 2

CONCEPTSMemories of what we havelearned about people, eventsand facts are calleddeclarative memories.These memories areprocessed and stored in thecerebrum.

OVERVIEWStudents will compare differentstrategies for memorizinginformation such as names,dates and lists.

SCIENCE & MATH SKILLSObserving, comparing,computing, summarizing,graphing

TIMEPreparation: 15 minutesClass: 45 minutes to conductexperiment; 45 minutes forcalculations and graphing; 45minutes for follow-up graphingactivity

MATERIALSsmall trays or plates (oneper group)paper towels or napkins tocover the trays (one pertray)enough small objects, suchas buttons, toys, pencils,etc., to prepare a differenttray of 10-15 items for eachgroup of four students (use10 items for youngerstudents; older students willenjoy the challengepresented by up to 15 items)

a mental image that links the person's appearance to his orher name. For example, picturing Mrs. Green in a greendress may make it easier to remember her name.

0 Grouping unrelated items into categories or lists helps breakstrings of information into bits that are easier to remember.Phone numbers are easier to recall as one three-digit and onefour-digit number than as one series of seven numbers. Itemsare even easier to remember when organized into meaningfulgroups.

LINKS

This activity may be taught along with the followingcomponents of the Memory and Learning unit.

Danger at Rocky River chapters:Remembering An Old FriendTricks of Memory (see science box on page 6)Also see science box on page 3

Explorations:Cover activityGray Matters (pages 2 and 3)Memory Power (page 5)

SET-UP

This activity is best conducted with the students in groups offour, followed by a whole class discussion of observations andresults.

PROCIEDU E

Conducting the Tests (45 minutes)

1. Assemble enough small objects to place 10-15 items on atray or plate for each group of four students. Each trayshould have a different assortment of items. Hide thecontents of the trays by covering them with napkins or papertowels.

2. Distribute a covered tray or plate to each table of fourstudents. Every student should have a pencil and a sheet ofpaper. Explain to the students that they will be learningsomething new and creating memories.

3. Let a student in each group uncover the tray. Tell thestudents to study the trays individually for five minutes,without talking or touching the objects. After five minutes,have the students cover the trays. Immediately, ask if theythink they have created a memory of the items on their trays.Have each student list as many of the objects ve\or she:

ican remember. (Note: You may find that more or ' ess time is

2. Memory ChallengeMemory and Learning

Students should study theobjects on the tray.

BrainLink01997,WOWIPublications

appropriate for your group of students. The time allowed foreach of the trials, however, should be the same.)

4. Have each student count items that he or she remembered.Have younger students add their values and record the totalnumber of items remembered by the members of the group.Older students should compute the average number of itemsremembered in their group and/or class.

5. Rotate the trays around the classroom, so that each groupwill have a set of objects to observe. This time, tell thegroups to construct an acronym or a funny sentence basedon the first letters of each of the objects. Students may touchor arrange objects and work together. Allow the groups fiveminutes to work. Then tell them to cover the trays and askthe students to list the objects on their sheets of paper. Ask,Were you able to remember fewer or more items than youwere during the first tune? How useful was the word orphrase in helping to remember the objects on the tray?

6. Again, have the groups tabulate their results and recordgroup and/or class averages or totals. Let the groups sharetheir acronyms and phrases with the rest of the class.

7. Rotate the trays again. Ask the members of each group,working together, to sort the objects on the tray in any waythat is meaningful to them and might help them toremember the objects. Give them five minutes for the task.

8. Have them cover the trays and, again, ask the students to list

as many items as they can remember on their sheets of paper.Ask, Were you able to remember fewer or more items thanthe time you simply observed the objects on the tray?

Tabulating Results (45 minutes)

1. Have the groups tabulate their results and compute groupand/or class averages or totals. Older students shouldcompare the results of the three trials as a bar graph.

2. Ask the students, Which method was most effective inhelping to remember the objects? Did some of you find oneway to be more effective, while others found the other to hemore useful? What does this tell us about ways in which welearn and remember? Which method might help youremember the items for the longest period of time? Are thereany practical applications of these memory tools?

3. Explain to the students that they have been using one kindof memorythe memory of "what" (objects, facts, peopleand events). This kind of memory is handled by the cerebralcortex. Ask the students to name other examples'ia their"what," or declarative, memories.

BrainLink@1997, WOWI Publications

1 1

10

9

Number 6

of objects(average)

2

No memory aid ita

Using a wordor phrase

Grouping

2 ; 4 S

Student groups

Sample graph of numbers ofobjects recalled using differentmemory techniques

2. Memory ChallengeMemory and Learning

4.. Many games and puzzles rely on information stored asdeclarative memory. Challenge your students to create theirown "Brain-nastics" games. OR Have them think of othergames they play at home or at school that use informationfrom their memories of "who, what, where and when."

Follow Up (45 minutes)

1. After a few days, ask the students to record the items theyremember from the three different trays. Again ask them tocalculate totals per group, or averages, and graph as before.

2. Students should discuss the later graphs and compare themwith the first graphs. Ask the students, Are there differences?Why might there be? Can any conclusions be drawnregarding different memory techniques?

BRAIN JOGGING

Here are more ideas for you and your students to explore.

What we experience is not always recorded accurately indeclarative memory. Our memories of events can beinfluenced by our emotions and by things that happen later.Can you think of any times when your memory of an eventor object was not accurate or did not agree with someoneelse's?

Choose something that happened recently in your classroom.Let everyone in the class write down a description of thatevent, including as many details as possible. Do all of thedescriptions agree? What do you think might have causeddifferences among the descriptions?

2. Memory ChallengeMemory and Learning

1 I 2 Brain Link@1997. WOWI Publications

em Table meatsBRAINLINK BACKGROUND (for the teacher)

Where Are Memories Held in the Brain?

For many years, scientists looked for a single place in thebrain where memories might be stored. They now believe,however, that such an area does not exist. Instead, memories arestored as changes in connections between neurons in manydifferent places in the brain. These changes involve either thegrowth of new nerve connections (new synapses) or thestrengthening of existing ones.

Several different areas of the brain have been identified asimportant for learning and memory. The role of the cerebellumfor storing memories of how to do things (procedural memories)is highlighted in Activity 4, "Mirror Work." Other types of

CEREBRUM

memories, especially those of people, facts and events, are storedin the cerebrum. This type of memory (highlighted in Activity 2,"Memory Challenge") is called declarative memory, because itcan be recalled and stated, or declared. Areas deep inside thebrain help process many kinds of memoriesnot only memoriesof facts, but also of emotionsand make them permanent.

Stages of Memory

Learning and memory depend on input from the senses intothe brain. All sensory input (even input from muscles) is heldbriefly in the brain. For example, for approximately one tenth ofa second, we have total photographic recall of everything wehave just seen!

Part of the information that comes into the brain istransferred to short-term memory, where it can be held forseveral minutes. Some things in short-term memory are movedto long-term memory, especially when they are rehearsed orpracticed. On the other hand, visual information and some ofour experiences (especially if they are traumatic, exciting or

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ACTIVITY 3

CONCEPTSShort-term memories lastonly a few minutes; long-term memories last from afew hours to a lifetime.

There are different pathwaysin the brain for processingmemories.The hippocampus isimportant for forming long-term memories.

OVERVIEWStudents learn about thetransfer of knowledge fromshort- to long-term memory asthey play a board gameillustrating basic memoryprocesses.

SCIENCE & MATH SKILLSProblem-solving, counting,communicating

TIMEPreparation: 20 minutesClass: 20 minutes to colorboards and review rules, 30minutes to play games at leasttwice and 20 minutes todiscuss game process.

MATERIALScopies of "MemorableMoments" game boards (seecenter insert in this book)for each gameboard you willneed:

1 die12 small game pieces

(three each of fourdifferent colors )

copy of "MemorableMoments Rules" onpage 12

copy of "Brain FlashCards" cut into cards(pages 13-14)

copy of "ExperienceCards" cut into cards(pages 15-16)

3. Memorable MomentsMemory and Learning

significant in other ways) are stored in long-term memory evenwhen they are not repeated. Memories that are considered long-

term can last for a few hours up to an entire lifetime.

The Case of H. M.

An amazing case history in neuroscience showed thatdeclarative memories (our memories of facts, events andpeople) and procedural _memories (our memories of how to dothings) are processed independently in different areas of thebrain. This case, described at right, provided evidence toidentify one of the brain structures important in convertingsome short-term memories to long-term ones.

Study of the cases of H.M. and others led neuroscientists tothe conclusion that the hippocampus was critical for the transferof many kinds of information from short-term to long-termmemory. One sea horse-shaped hippocampus is located deepwithin each half of the cerebral cortex (both were removed fromH.M.). Without the hippocampus, many kinds of memoriesnever become stored in long-term memory. Damage to thehippocampus is one of the earlier effects of Alzheimer's diseaseand leads to losses in the ability to form new lasting memories ofpeople, places and events.

Not all memories are processed through the hippocampus.The cerebellum is responsible for storing memories ofmovements and procedures. This is why H.M.'s ability to learnnew motor skills and to improve them over time was notimpaired. One of the activities that H.M. was able to learn todo very well was "mirror" writing, as in Activity 4, "MirrorWriting."

The "Memorable Moments" game in this activity helpsstudents learn about the formation of short- and long-termmemories. It shows the involvement of the hippocampus inprocessing memories, illustrates the path of memories formed byvivid or significant experiences, and demonstrates the role ofrepetition in forming some kinds of memories.

LINKS

This activity may be taught along with the followingcomponents of the Memory and Learning unit.

Danger at Rocky River Chapters:The Hippo Takes A DiveGood Dog with a Bad Memory (see box on page 11)Also see science box on page 8

Explorations:Gray Matters (pages 2 and 3)Pavlov's Dogs (page 6)Careers for NeuroExplorers (page 7)

The Remarkable Case of H.M.

H.M.* was a patient whounderwent drastic brain surgery totreat severe epilepsy. Although theepilepsy was controlled, H.M.'smemory was dramatically affectedby the procedure. He no longer wasable to put many kinds of newinformation, particularly relating topeople, events and facts, into long-term memory. He could notremember his own experiences,except for those that occurredbefore the surgery.

Other aspects of H.M.'s memorywere not impaired. In addition tomemories of his life, hisvocabulary, and facts he hadlearned before surgery, he still wasable to retain information for a fewminutes in short-term memory. Healso was able to learn andremember new motor skills.Neuroscientists working with H.M.concluded that the structureremoved from H.M.'s brain, thehippocampus, was responsible forconverting information from short-to long-term in declarativememory, but not for storing it.Other research showed that long-term memories of this kind are heldin various areas of the cerebralcortex.

The case of H.M., originallypublished by B. Milner in 1966, hasbeen described extensively innumerous neuroscience reference

-texts. For further reading, see:Thompson, R. 1993. The Brain: ANeuroscience Primer. W.H.Freeman & Company, New York.

Every effort is made to protect the privacy ofpatients whose cases are documented Inscholarly medical reports. For this reason,patients are never Identified by name. Initials(usually not the correct ones) are used instead.

3. Memorable Moments 10 114 Brain Link01997, WOW! Publication.Memory and Learning

SET-UP

You will need to make copies of the game board pagesinserted in the center of this guide. You may want to mount thegameboards on cardboard or laminate them after they have beencolored by students.

Have students play the game in groups of up to four.Afterward, conduct a discussion with the entire class about howmemories are processed.

PROCEDURE

1. Tell the story of H.M. to your students. Challenge them toimagine what life would be like without the ability to formmany kinds of long-term memories. Stress the role of thehippocampus in processing memories of "who, what, whereand when" for long-term storage in the cerebral cortex.

2. The Memorable Moments game boards should be coloredbefore they are used. Distribute the boards among thegroups of students and have them follow the coloringinstructions located on the board.

3. Have the students play the Memorable Moments game ingroups of 2-4, following the rules of play shown on"Memorable Moments Rules." Older students may be ableto read and follow the instructions independently. Youngerstudents will need to have the rules of play explained tothem.

4. After all students in the class have had an opportunity toplay the game one or more times, initiate a discussion on thedifferences between short- and long-term memory. Ask thestudents, Can you think of kinds of information that usuallyare held in short-term memory and then are lost? Howabout kinds of information that we remember for a longtime? Can we make long-term memories if the hippocampusdoesn't do its job?

5. Using the brain picture in other components of this unit,Explorations or Danger at Rocky River, point out thelocations of the hippocampus, the cerebral cortex and thecerebellum.

BRAIN JOGGING

Here are more ideas for you and your students to explore.

Think of five things that often are held in short-termmemory without being transferred to long-term memory.

What is the hardest thing you ever worked to gettn,to yourlong-term memory? What did you do to get it theit?

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HIPPOCAMPUS

The hippocampus is important forforming long-term memories.

3. Memorable MomentsMemory and Learning

lvlemorabile MomentsA Game for 2-4 Players

Rules of Play1. Each player receives 3 game pieces of the same color or shape. The first player to place all 3

game pieces into Long-Term Memory wins.

2. To begin, all players place their game pieces inside the Home space. Each player rolls the dieonce. The player who rolls the highest number starts.

3. Players take turns, clockwise, rolling the die. A player must roll an odd number in order tomove a game piece from Home to Start. When a game piece is placed on Start, the playerimmediately should pick an Experience Card. The instructions on the Experience Card tell theplayer which path to follow and how many spaces to move (or direct the player to roll to seehow many spaces to move). The Experience Card should be placed on the bottom of the pileafter the turn.

4. Once a game piece is started along a path, rolling the die or following instructions on a cardwill determine the number of spaces that the piece may move during a turn. Only one gamepiece may be moved at a time. The total number shown on the die may not be split amongtwo or more game pieces on the board. When a "1," "3" or "5" is rolled, the player maychoose between moving another game piece out of Home and selecting an experience card ormoving a game piece already on a path.

5. Two or more game pieces may occupy the same space on the board.

6. When a player lands on a Brain Flash space, the player to his/her left reads the top Brain Flashcard to him. Instructions given by Brain Flash cards should be followed as directed. If the cardasks a question, the player on the space must try to answer. If the correct answer is given,he/she receives an extra turn. Each Brain Flash card should be placed on the bottom of the pileafter use.

7. Players must roll the exact number of spaces needed in order to enter Long-Term Memory.Once a game piece has been placed in Long-Term Memory, it cannot be removed.

3. Memorable MomentsMemory and Learning G

BrainLink01997, WOW! Publications

0Brain Flash Cards

What 1 e kind of memory thatdoesn't las long

(short-term memor

What i nother name for a nervecell?

(neuron)

BrainLink01997, WOWI Publications

117 3. Memorable MomentsMemory and Learning

Brain Flash Cards Contlinued

Choose one :0already on `back 5 spaces.

r game piecesa-,p,a,h, and move it

3. Memorable MomentsMemory and Learning 118 Brain Link

401997, WOW! Publications

Experience Cards

You graduate elementaryschoolN at/ socspac s along thedirect pa n 'germ memory.

BrainLink@1997, WOW! Publications

You Watch. a program on TV.Roll ag44iH4to folio* the short-term memo r math,/

You vis#itlie;--Gr'arifi Canyon.Move ces-alari the directpath to n&-Orni, ory.

You are, studing,th multiplica-tion tbles"; Go-to the brain sym-bol and e refiersal path.

You arp learning to,ride a bike.tGo to 'he :.brain,:syrriol on the

rehearsal 11-1, taetice.

119 3. Memorable MomentsMemory and Learning

Experience Cards

You see a ycg-teautifil sunset.Move 1 space <albiik-,t the directpath to long-term inerii, ry.

You are/embajrASsed", becauseyou forgot 114ework.Move 3 spaces along the directpath to long- -erramenry.

Loud usict,, iriOrrdpt d yourthinking. eturtio4Cga e pieceto Home. r.

--,-..,-,--r-,------,>,,,

You nee to learn the names of, 4 4 ,,,:' t .the plan tS,.. -v:To, tO^Trip rain

,.. ,

symbol artdtart the rehearsalpath.

Something very Otbatrjassing\happens k:1,,you.:- Move 4 spaces

along the direct path t8)ong-`,,L,term memory.

3. Memorable MomentsMemory and Learning

You are' too tired lf.> concen-trate. If yOu have a ga e pieceon the reficar-s-gl path; put itback on Home'.

You startlearningidforeign lan-guage. rtalciorOof- your gamepieces otikRCHaiihes, and, place iton the brain s yinbo1 in therehearsal path.

You learn a neW,yjo-lee Take onegame piece ,ouekor Home andplace it*:jbe-tbrk ,ymbol inthe rehealksar, a o you'llremember it.

You loto order iiiz.4a.11911,,tb followthe short-tett:12 1nmQr.y path.

upthe,p4,613, number

You were n t helmetwhen you fell off your Youlose your "eriy---filor arShbrt time.Return all gatite,piemo>Homeexcept those in long-term memory.

1 0 BrainLink@1997, WOWI Publications

Memorable Moments Game Board

Rules of Play

1. Each player receives 3 game pieces of the same color or shape. The first player to placeall 3 game pieces into Long-Term Memory wins.

2. To begin, all players place their game pieces inside the Home space. Each player rollsthe die once. The player who rolls the highest number starts.

3. Players take turns, clockwise, rolling the die. A player must roll an odd number in orderto move a game piece from Home to Start. When a game piece is placed on Start, theplayer immediately should pick an Experience Card. The instructions on the ExperienceCard tell the player which path to follow and how many spaces to move (or direct theplayer to roll to see how many spaces to move). The Experience Card should be placedon the bottom of the pile after the turn.

4. Once a game piece is started along a path, rolling the die or following instructions on acard will determine the number of spaces that the piece may move during a turn. Onlyone game piece may be moved at a time. The total number shown on the die may notbe split among two or more game pieces on the board. When a "1," "3" or "5" isrolled, the player may choose between moving another game piece out of Home andselecting an experience card or moving a game piece already on a path.

5. Two or more game pieces may occupy the same space on the board.

6. When a player lands on a Brain Flash space, the player to his/her left reads the topBrain Flash card to him. Instructions given by Brain Flash cards should be followed asdirected. If the card asks a question, the player on the space must try to answer. If thecorrect answer is given, he/she receives an extra turn. Each Brain Flash card should beplaced on the bottom of the pile after use.

7. Players must roll the exact number of spaces needed in order to enter Long-Term Memory.Once a game piece has been placed in Long-Term Memory, it cannot be removed.

ti

See Page 12 For a Student Page of Rules.

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and follow the instructions i move along a path to Long-Term Memory123

© 1997. WOW, Publications

\)\IcationsV/1-800-969-4996

Brain Link® ActivitiesDeveloped by

Baylor College ofMedicine

Houston, Texas

124

Mirror Writing

BRAINLINK BACKGROUND (for the teacher)

When we are very young, we learn basic skills like walking

and reaching to grasp objects. Later, we master more

complicated movements,such as writing, playing sports or

dancing. With practice, our performance of these tasks improves.

Procedures such as these, which are learned movements, are

stored as motor programs in the cerebellum. Your students

already may have learned about programs for movements in the

activity, "Practice Makes Perfect," in the BrainLink Motor

Highways Unit.

Memories of procedures are processed and stored in the

brain independently of memories about facts, names, places and

events. In fact, this type of memory, called procedural memory,

also can be thought of as our knowledge of "how" to do things.

Procedural memories often are difficult to describe. (For

example, try explaining how to ride a bicycle to someone.)

Repetition, or learning by doing something over and over,

often is important for making procedural memories. The

following activity provides an example of procedural memory

formation by challenging students to learn a new physical skill

and to improve it through practice.

LINKS

This activity may he taught along with the following

components of the Memory and Learning unit.

Danger at Rocky River chapters:

How Are Your Hippocampi? (see box on page 12)

Max's FearA WarningAlso see science box on page 20

Explorations:Gray Matters (pages 2 and 3)

Activity on back cover

SET-UP

This activity is best conducted with the students working

individually or in pairs (to take turns with mirrors), followed by

a whole class discussion of observations and results.

125

BrainLink

ACTIVITY 4

CONCEPTSProcedural memory is our

memory of how to do things.

The cerebellum is important

for storing proceduralmemories.Repetition is important in

forming proceduralmemories.

OVERVIEWStudents experience how a

new motor skill improves with

practice.

SCIENCE & MATH SKILLS

Observing, comparingobservations, drawing

conclusions

TIMEPreparation: 5 minutesClass: 30 minutes; secondoptional session of 30 minutes

MATERIALSEach student will need:

small unbreakable mirror

copy of "Mirror Work" on

page 19pencil

4. Mirror WritingMemory and Learning

PROCEDURE

1. Give each student a copy of the Mirror Work page and asmall plastic mirror.

2. Direct each student to hold his or her mirror so that thereflection of one of the shapes on the Mirror Work page canbe seen easily.

3. Tell the students to trace between the lines of each shape asaccurately as possible, while looking only in the mirror.

4. Have the students compare their first efforts with their last.Ask, Did it become easier to draw the figures after a fewtimes? Why do you think it became easier? Have you learneda new skill?

5. If time permits, allow students to test their mirror-writingskills again a day or two later. Ask, Was the mirror-drawingeasier this time than the first time you tried it? What kind ofmemory have you formed?

BRAIN JOGGING

Here are more ideas for you and your students to explore.

Name some everyday activities that rely on procedural"how-to" memories.

What would happen if we were not able to learn andimprove our physical skills by practicing? Think of severalexamples.

B. J., one of the NeuroExplorers, is an avid drummer. Doyou think she had to practice to become skilled? How aboutKyle's abilities to play video games?

4. Mirror WritingMemory and Learning

Have students trace between the lineson the Mirror Work sheet, whilelooking only in the mirror.

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Mirror Work

19 127 4. Mirror WritingMemory and Learning

0

A-MazedBRAINLINK BACKGROUND (for the teacher)

The brain continuously uses knowledge already stored inmemory to evaluate new situations and to make decisions.Remarkably, it is able to combine stored information with newsensory input to refine existing knowledge. For example, on thefirst day of school, new students might know how to reach theirclassrooms, but not the cafeteria. By the second day, they also willknow how to walk to the cafeteria, but may not have explored theschool well enough to be able to locate the library. After a fewweeks, however, most will have a good picture of the layout of theschool in their "minds' eyes," and would be able to draw a map ofthe school. Each day, new information has been added to themental image of the school stored in the brain.

Usually, several distinct parts of the brain work together toreceive and integrate new information. In this activity, students willsolve mazes using touch information received through theirfingertips. At first, they will not be able to envision how the maze isconfigured. After a few tries, however, they will find that they areable to picture the correct path through the maze clearly in theirminds. This example of trial and error learning involves severaldifferent stages of information processing, some of which mayoccur almost simultaneously in separate regions of the brain.

A simplified description of the processing that occurs in thebrain is given on the facing page. Building a mental map fromtouch and joint position information is a complex task. The brainmust put together different kinds and pieces of information aboutthe maze pattern in space. Then it must create an image in the"mind's eye" from the combined information. Although very fewstudies have been done examining the changes in brain activityduring this type of information processing, present evidenceindicates that the creation of the mental image requires actualactivation of parts of the vision area of the cerebral cortex. It isamazing that the brain can perform this type of complex operation,and even more amazing that we do this type of processing all thetime, without even being aware of what we are doing!

LINKS

This activity may be taught along with the followingcomponents of the Memory and Learning unit.

Danger at Rocky River Chapters:Games and GrandparentsA Raging RiverWater Power

Explorations:Gray Matters (pages 2 and 3)Decade of the Brain (page 4)

5. A-MazedMemory and Learning

ACTIVITY 5

CONCEPTSLearning is a complexprocess.The brain is able to receiveand integrate newinformation with existingknowledge.

OVERVIEWStudents explore morecomplex processes of learningby solving a maze using thesense of touch.

SCIENCE & MATH SKILLSMeasuring variables,comparing measurements,predicting, charting anddrawing conclusions

TIMEPreparation: 20 minutesClass: 30 minutes to makemazes; 30 minutes to testmazes

MATERIALScopies of "Maze- Patterns" onpages 23 - 26 (one mazeper student)

heavy paper or card stock(either photocopy or gluemazes onto heavy paper orcard stock)school gluesand or glitter (or use "glitterpens," which already containglitter mixed with glue)empty cereal boxeswatches or clock with asecond hand

BrainLink01997.WOW1 Publications

SET-UP

Have 2-4 students work together to share materials as theymake the mazes. Have them work in pairs to experiment withthe mazes.

PROCEDURE

Making the Mazes (30 minutes)

1. Give one maze to each student, distributing all 4 mazesevenly throughout the class. Have the students glue themazes onto heavy paper or cardstock, if this has not beendone already.

2. Ask the students to solve their mazes with a pencil. Ask, Was

it difficult to find your way through the maze? Now havethe students try to solve the mazes with their eyes closed.Ask, Could you solve it this time? What is the problem?What information is needed? How could you get the neededinformation? Guide the students toward a discussion of therole of other senses in providing information. In this case,the sense of touch could help them solve the maze with theireyes closed. Explain that they will use touch to explore themazes.

3. Direct the students to apply a narrow line of glue over all ofthe pathways on their mazes, including the square at thebeginning of the maze and the triangle at the end. Next,have them place segments of spaghetti or sprinkle sand orglitter on the wet glue lines. If using sand or glitter, have thestudents do the sprinkling over a box or newspaper. Let themazes dry. ("Glitter" pens recently have appeared in schoolsupply sections of stores. They also work well for outliningthe mazes.)

Using the Mazes (30 minutes)

1. Explain to the students that they will solve the mazes usingonly the sense of touch. (No peeking allowed!) Discuss thedifficulties that might be encountered when the maze cannotbe seen. Also ask, Do you think that you will become"better" or faster at completing the maze with practice?What might happen to account for a change in "maze-solving speed"?

2. Arrange the students in teams of two to begin theirexperiments. Have one student of each team place his/hermaze inside a cereal box with the starting square at theclosed end of the box. Direct the other student of each pairto place his/her hand inside the box and feel for the startingsquare at the far end. Once the square is located;the student

Brain Link@1997, WOWI Publications

21:t)

I 4 v

Creating a Mental Imagefrom Touch Information

(1) Touch information from thefingertips is sent to thecerebral cortex.

(2) Information about thefinger's joint position is sentto the cerebral cortex.

. .

(3) Each type of sensoryinformation is processedseparately.

(4) Touch and joint positioninformation are combined.

(5) Combined information istransformed into informationabout arrangement andposition (spatialinformation).

. -

(6) A mental image of the spatialinformation is created.

(7) The mental image is stored inmemory.

(8) With each additionalexploration of the maze, themental image is comparedwith new information aboutthe maze.

(9) The mental image stored inmemory is adjusted with eachexploration until a completeimage of the maze is formedin memory.

5. A-MazedMemory and Learning

should begin to trace the maze with a finger, while the otherstudent records the time it takes the "a-mazed" student tocomplete the first and subsequent trips through the maze.

Results should be recorded on a simple table as shown. Eachstudent should make at least three trips through the maze.

3. Let the pairs of students switch roles and mazes and repeatthe experiment. Have older students graph the results.

4. Have the students look at the results of the trips through themazes. Ask, Did the maze become easier to solve? Did youlearn which branches led to "dead ends"? Did you becomefaster at moving through the maze? What could account forthe difference?

5. Challenge the students to think about the paths that theyfollowed to complete the mazes successfully. Ask, Can you"see" the maze pattern in your "mind's eye"?

6. Leaving the mazes in the boxes (so that they cannot be seen),ask the students to draw their maze paths as they rememberthem on clean sheets of paper. Have them compare theirdrawings to the actual mazes. Ask, What type of sensoryinformation did you use to solve the maze? How close is yourdrawing to the real path?

7. With the entire class, share the BRAINLINK BACKGROUNDas appropriate for your grade level. It is important to note thatthere are many processes going on in the brain to make the leapfrom tactile exploration of the maze to ease in remembering thepath in your "mind's eye." You might ask questions such as,Which parts of the brain are involved in processing touchinformation about each maze? Cerebral cortex? Cerebrum?Motor cortex? What does this tell us about the location oflearning and memory in the brain?

BRAIN JOGGING

Here are more ideas for you and your students to explore.

What are some other activities in which you have to see withyour mind's eye?

What other senses do you use for learning?

o Learning to solve the mazes in this activity is one example oflearning by trial and error (or association, as mentioned inActivity 1). How might the ability to learn through experiencebe important for the survival of any animal?

How might another person who cannot see cm-11w useanother sense to enable his or her brain to learnb&it whatis going on around him or her?

5. A-MazedMemory and Learning

Have students time each other asthey solve the tactile mazes.

Trial

I2

Time (seconds)

Make a table of the times required tosolve maze during successive trials.

I 3 0 BrainLink001997,WOWIPublications

Maze Pattern 1

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131 5. A-MazedMemory and Learning

Maze Pattern 2

5. A-MazedMemory and Learning

"rA,

24 :132BrainLink

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Maze Pattern 3

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13.3 5. A-MazedMemory and Learning

Maze Pattern 4

5. A-MazedMemory and Learning

134 Brain Link01997.WOWI Publications

Profiles in Learnina

BRAINLINK BACKGROUND (for the teacher)

About ten percent of people in the United States have"learning disabilities," which make it much more difficult for

them to learn in traditional ways.

There are many kinds of learning difficulties. A commonproblem that gives many students trouble in school is calleddyslexia (diz-LEK-see-uh). Dyslexia is a difference in brainfunctioning that can make it very hard for people to learn inschool. It usually affects reading and spelling, but it can take avariety of forms, sometimes including difficulty withmathematics, remembering what is seen or heard, puttingthoughts into words orally or on paper, or even organizingmaterials. A person with dyslexia may have any combination ofthese problems. Characteristics of attention deficit/hyperactivedisorder (ADHD) also can be involved. In fact, professionals donot always agree on a precise definition of dyslexia.

Usually, letters and figures look different to a person withdyslexia than to other people. They may appear "scrambled" in

some way because of differences in "wiring" in the brain. Asimple example of reading and writing problems caused by

dyslexia is shown in the Explorations component of thisBrain Link unit.

Additional information can be acquired from the resourceslisted at the end of this activity, from local schools or organizationsspecializing in learning disorders, or from the library.

Dyslexia creates different learning patterns from the average,so persons with this problem must be taught in different ways.With special help, children with dyslexia can become successful

adults who can make significant contributions to society.

LINKS

This activity may be taught along with the followingcomponents of Memory and Learning unit.

Danger at Rocky River Chapters:Looking for GrandpaConfusing Questions (see science box on page 2S)Also see science box on page 13

Explorations:Inventor Thomas Edison (page 6)The NeuroSide (page 7)

SET-UP

This activity may begin with a class discussion. followed byreading of the biographical essays, or vice versa. With younglra 5

BrainLink<41897, WOW! Publications

27

ACTIVITY 6

CONCEPTSDyslexia is a commonlearning disorder.Many successful peoplehave learning disorders.

OVERVIEWStudents read four essaysabout successful people whohave overcome a variety oflearning differences.References are provided tostimulate further exploration oflearning disabilities.

SCIENCE & MATH SKILLSCommunicating, applying priorknowledge to new situationsand using reference materials

TIMEPreparation: 10 minutesClass: 45 minutes

MATERIALS

copies of biographicalessays: "Turning on the.Light," "The Politician WhoHad Trouble With Words," "ADream Come True" and"Courageous Adventurer,Polar Explorer" on pages30-33copies of "Famous PeopleWho Had Difficulty inLearning" on page 34

6. Profiles in LearningMemory and Learning

students, you may want to read the individual biographies to theclass and then conduct a discussion. Otherwise, individuals orgroups can be given reading assignments and then asked to findfurther information either about the persons or about dyslexiaand other forms of learning disabilities from the library or fromthe suggested source organizations.

PROCEDURE

1. Lead a class discussion about differences in learning stylesand patterns. Some of us find it easy to spell, and some of ushave to work very hard at it. Some are better at math andsome at reading or writing. Different learning patterns arenormal. However, some people's brains work verydifferently, so that it is much harder for them to learn toread and spell words, even though they may be veryintelligent. When this is the case, someone who specializes inlearning disabilities can find out how to help them learnmore easily.

2. Continue the discussion by telling the class that somechildren have a kind of learning difficulty that is calleddyslexia. Ask students if they have heard of dyslexia. Writethe word on the board, and practice pronouncing it. Letthem share any experiences that they or someone they knowmay have had with this kind of difficulty and look forcommon characteristics. See if they can come up with adefinition for dyslexia, which can be revisited after thestudents have read the Profiles in Learning.

OR

Without talking about dyslexia, tell the members of the classthat they are going to read (or hear) some stories aboutpeople who have had difficulties in learning.

3. Depending on the age of the students, either distribute theProfiles in Learning reading selections or read them to theclass. You may prefer to read or tell one story a day toyounger children. Older students may be divided into fourgroups, giving a different selection to each group.

4. Have individual students tell the class about the selectionsthat were read. If groups read different selections, have astudent from each group present his or her story to the class.As the stories are told, list on the boardor let a studentlist(1) facts about dyslexia, and (2) ways to cope with andwork around such a problem.

5. Share the list of other famous people who have had similarlearning disabilities.

6. Profiles in LearningMemory and Learning

FACT'S ON DYSLEXIA:

Create lists of information aboutdyslexia and coping strategies.

136BrainLink

ga1997,WOW1 Publications

6. Encourage students to learn more about this and otherlearning difficulties or about other people with learningdisabilities by contacting local or national organizations orby visiting the library.

BRAIN JOGGING

Here are more ideas for you and your students to explore.

Write a short story or diary entry from the point of view of aperson who has difficulty in school because he or she learnsin different ways from other students.

What do all of the people whose "profiles" you read have incommon besides dyslexia?

REFERENCES for Profiles in Learning ESsays

"A Calendar of Outstanding Dyslexics: An Inspiration forSuccess." Los Angeles: Orton Dyslexia Society, 1993.

American Women's Expedition, 2110 Laurelwood Dr.,Thousand Oaks, CA 91362.

Conot, Robert. A Streak of Luck: The Life & Legend ofThomas Alva Edison. New York: Seaview, 1979.

Dillman, Erika. "Leader of the Pack: Ann Bancroft,Explorer." Runner's World, January, 1994.

Donovan, Robert J. Confidential Secretary: Ann Whitman's20 Years with Eisenhower and Rockefeller. New York: E. P.Dutton, 1988.

Josephson, Matthew. Edison: A Biography. New York:McGraw Hill, 1959.

Lampton, Christopher. Thomas Alva Edison. New York:Franklin Watts, 1988..

Persico, Joseph. The Imperial Rockefeller: A Biography ofNelson A. Rockefeller. New York: Simon & Schuster, 1982.

Steger, Will with Paul Scherke. North to the Pole. New York:Times Books, 1987.

Thompson, Lloyd J. Language Disabilities in Men ofEminence. Bulletin of The Orton Society, Vol. XIX, 1969.

Wenzel, Dorothy. Ann Bancroft: On Top of the World.Minneapolis: Dillon Press, 1990. (Students may enjoyreading this book.)

BrainLink@1997, WOW] Publications 13?

RESOURCES

The Council for ExceptionalChildren

1920 Association DriveReston, VA 22091

Association of Children andAdults with LearningDisabilities

4156 Library Road ..

Pittsburgh, PA 15234

Orton Dyslexia Society

724 York RoadBaltimore, MD 21204

Also contact local schoolsand organizationsspecialized in learningdisorders.

6. Profiles in LearningMemory and Learning

The Politician Who Had Trouble With Words

On December 19, 1974, Nelson Rockefeller became Vice-President of the United States.Being in public office was nothing new to Mr. Rockefeller. He had been Governor of NewYork for 15 years, having been elected four times to that office.

Some said that Nelson Rockefeller's success in reaching such high positions was helped bybeing born into a very wealthy family. His grandfather, John D. Rockefeller, was once therichest man in the world. But there was something else that kept Nelson striving to reach hisgoals. It was something he learned as a boy, as he struggled to cope with a "learningdisability" called dyslexia (diz-LEK-see-uh).

Dyslexia is a difference in brain functioning that can make it difficult for people withaverage or above-average intelligence to read, write or spell. When Nelson was in school,people didn't know about dyslexia. Although he was outgoing and had the makings ofsuccess, Nelson was a poor student. Neither he nor anyone else could understand why he hadsuch trouble reading or why he confused words and mixed up numbers.

In an interview when he was 68 years old, Nelson Rockefeller told about his difficulties inschool: "I saw words backwards. Or I repeated them backwards. Even today, if I just glanceat something, I still get mixed up...I have no confidence in reading....I can't see a whole word.

I have to go through it syllable by syllable."

Rockefeller nearly failed ninth grade and was in the bottom third of his high schoolclass. When he realized that he might not be accepted into college in spite of all his money,Nelson learned that "I had to be determined and I had to discipline myself in order toovercome it... to be an achiever. You have to have a strong sense of courage to overcomesomething like this." With all his advantages, Rockefeller might have been tempted to giveup and take an easy way out. Instead, he worked hard with tutors, and eventually he wasable to go to college.

During his career, Rockefeller served under six of the seven United Statespresidents between 1940 and 1977. He was an outstanding politician andleader, even though, as his long-time secretary said, "He was terrible atdictating letters and speeches. He fragmented sentences...."

A speech writer of Rockefeller's wrote in a book about him,"Rockefeller overcame, or at least learned to deal with, his dyslexia. Ashe grew older, Nelson came to believe that his determination hadturned his handicap to advantage." As Nelson Rockefeller put it:"Accept the fact you have a problem. Don't try to hide it. Refuse tofeel sorry for yourself. You have a challenge. Never quit!"

6. Profiles in LearningMemory and Learning VSA7 138

BrainLink@1997, WOWI Publications

Turning On the Light

I remember I used never to be able to get along at school. I was always at the foot of the class.I used to feel that the teachers did not sympathize with me, and that my father thought I wasstupid. I almost decided that I must be a dunce.

Those were the words that Thomas Alva Edison used to describe himself. He was anAmerican inventor who lived from 1837 to 1931. It is hard to imagine that such a brilliant andfamous person had so much trouble learning!

When he was eight years old, Thomas Edison heard his teacher say that his mind was"addled" (mixed up or confused). It is clear, from the stories told by his teachers, his family andby Edison himself, that he had real learning difficulties. He may have had what is now known asdyslexia (diz-LEK-see-uh). Young Thomas was upset because he had so much trouble learning,and so was his mother. She was a teacher, and she found it hard to believe what Thomas' teacherhad said about her own son.

Mrs. Edison removed her son from school and decided to teach him herself. She encouragedhim by reading to him and helping him find new ways to learn. When he was nine, she gave hima book about science experiments, and he tried out every experiment in the book. His mother sawhow excited he w s, and she gave him other books that interested him. It was clear that Thomas'brain worked iferently from other children's, and his mother helped him to learn in differentways. "My other was the making of me," Thomas Edison later recalled.

While his mother helped him follow his interests and worked with him every day, she wasunable to help him overcome some of his learning difficulties. People wrote in his biographies thathe never learned to spell and that his grammar was terrible.

But Edison's difficulties did not stop him. He stuck with things until he figured them out. Thatis how he invented the light bulb. He tested more than 3,000 different materials until he finallyfound one, carbonized cotton thread, that could carry an electric current without burning up."The electric light has caused me the greatest amount of study and has requiredthe most elaborate experiments ... [but] I was never, myself, discouraged," heexplained.

In addition to the light bulb, Edison created the phonograph, the electricgenerator, the electric locomotive, the mimeograph and the alkaline storagebattery. Over his lifetime, he was granted over 1,000 patents for hisinventions. He was a pioneer in the electric power industry, withoutwhich we wouldn't have radio, television or computers today.

In spite of having to overcome learning difficulties as a child, ThomasEdison changed the world! Maybe those difficulties even helped him wantto keep plugging away at things until he figured out how to make themwork. Think about it the next time you turn on a light!

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1396. Profiles in Learning

Memory and Learning

Courageous Adventurer, liar lapilor

The wind howled, and they could hardly see through the blowing snow as they skied oversolid ice. Each member of the group pulled a 200-pound sled full of supplies. Their faces werefrozen, and they were exhausted. Their legs and arms ached. They had pulled their sleds overan ice drift that was ten feet high. The four adventurers were determined to reach the SouthPole. They skied on into the wind, over the vast icecap of theantarctic continent.

On January 14, 1993, the American Women's Expedition reached its goal. The team hadskied for 67 days in the constant daylight of the antarctic summer, in 30-degree-below-zerotemperatures. This courageous group had covered 660 miles to become the first women everto reach the South Pole on foot. They used no dogs or motorized vehicles, because they didn'twant to harm the environment. Ann Bancroft headed the expedition. She was their leader,

their coach, and their inspiration.

This was not the first challenge that Ann Bancroft had tackled. She already had becomethe first woman to reach the North Pole by dogsled, as part of another expedition in 1986.Now she had become the first woman to reach both the North and South Poles across the ice.Success was not new to her, for she always worked very hard to do her best.

When Ann was in elementary school, she tried hard to do well, but she did not alwayssucceed. In fact, her grades were very low. Neither she nor anyone else could understand whyit was so hard for her to read and spell. She became discouraged, and the only parts of schoolshe liked were recess and gym class.

In the seventh grade, Ann took some special tests and was told that she had dyslexia (diz-LEK-see-uh). As she later described this problem, "When I tried to read, signals on the nervepaths to my brain got mixed up, so letters and numbers seemed scrambled." Having a namefor her difficulty didn't make it easier, but she kept trying to find ways to succeed.

In high school, Ann became an excellent athlete. She played basketball and was a runner onthe girls' track team. She loved camping and hiking in the summer School stillwas hard for her, but she finished high school and decided to go to college. It

always was a struggle, but she wouldn't give up, because she wanted tobecome a teacher. Finally, she graduated from the University of Oregon.

Ann Bancroft had done the impossible. She, who had thought shecouldn't learn, was a teacher! She taught physical education and specialeducation in her home state of Minnesota. She also was an expertmountain-climber and reached the top of Mt. McKinley, the highest peakin North America.

Now, in the icy glare at the South Pole, Ann knew again what itwas like to face a very hard task, and to keep at it until you succeed!

6. Profiles in LearningMemory and Learning

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A Dream Come True

Meet Dr. Garth 0. Vaz, Medical Director of the Gonzales Community Health Center inGonzales, Texas. On any day of the week, you might find him examining a patient's swollen ankleor listening as a patient describes the pain in her lower back. Dr. Vaz is one of only a handful ofdoctors in a small town. He works day and night, and he wouldn't have it any other way. Being adoctor is something Garth Vaz had wanted for most of his lifeand it was a long time coming.

When he was a boy on the island of Jamaica, Garth had difficulty in school. He was good atmath, but he could not seem to learn to read or write. In those days in Jamaica, students got a"flogging" (were hit with a stick or paddle) when they failed. Garth didn't like the floggings, andhe left school in the ninth grade.

In 1967, when he was 20 years old, Garth Vaz came to the United States looking for a betterlife. He worked, he joined the Army, and he finally passed a test that was equal to a high schooldiploma. He dreamed of going on with more education. If only he could find the money, hewould even go to medical school. What a dream!

He had a long way to go. He entered the University of Florida, but college courses weredifficult for Garth, and he had to drop out. By this time he had a family to supportbut in theback of his mind, he still longed to become a doctor.

Finally, Garth entered medical school at the University of Florida. In one of his classes, heheard about a "learning disability" called dyslexia (diz-LEK-see-uh)a difference in brainfunctioning that can cause problems with reading and writing. As the professor described thisdifficulty, Garth Vaz recognized it as his own. Until then, he had thought his trouble was due toproblems with his eyes as a child.

Garth still had trouble in medical school. He failed a class that required a lot of writing onmedical charts, and he sometimes had trouble reading the questions with tricky wording. He hadto leave and take another job.

But Garth Vaz would not give up. He took remedial courses and finally re-entered medicalschool. In December 1988, Garth Vaz's dream came true. He received his medical

degree!

Through a physically handicapped friend, Garth had learned about laws thatprotect people with disabilities, so that they can achieve their highest potential.

These laws allowed him extra time on exams and a person to read the the tests tohim. This helped him to pass the exam to become certified in family practice

medicine.

Dr. Vaz loves his work, but he will always feel challenged, just to keep upwith the latest discoveries in medicine. When asked how he manages to

stay on top of it all, he replied, "I always had a big fear of gettingbehind in my studies, so I got in the habit of staying ahead with

my reading. This habit serves me well now."

Dr. Vaz gives this advice to others with dyslexia: "Pursue your goal.Don't let the idea of dyslexia stop you. Recognize your disability as a positive."

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141 6. Profiles in LearningMemory and Learning

Famous Peopke Ih© Had DEricuRty ,eurnring

Hans Christian Anderson storyteller/author

Ann Bancroft polar explorer

Ludwig von Beethoven musician/composer

Werner Von Braun engineer

Cher actress/entertainer

Winston Churchill Prime Minister of England

Tom Cruise actor

Thomas Edison inventor

Albert Einstein scientist

Bruce Jenner Olympic athlete

Greg Louganis Olympic athlete

Louis Pasteur scientist

George Patton General in the United States Army

Nelson Rockefeller Vice President of the United States

Auguste Rodin sculptor

6. Profiles in LearningMemory and Learning

Brain Link01997, MANI Publications

vniir Story?

BRAINLINK BACKGROUND (for the teacher)

Review of Learning and Memory

The ability of the brain to learn and remember directs all ofour activities, every day of our lives. Who we are, both asindividuals and as a species, is shaped to a large degree by theremarkable properties of our brains, which enable us to retainand utilize information both from within and from the worldaround us.

Learning is the process of acquiring information or skills. Wecan learn in many ways, including by association, imitation andrepetition. We even "soak things in" without trying to learnthem.

Memory refers to the expression or recall of storedinformation or skills. There are at least two major types ofmemories. One deals with our "what" memoriesfacts, names,places and events. This is called declarative memory. The other isour "how to" memoryour memory of procedures, or how todo things, like walking, throwing a ball or tying a shoe. This iscalled procedural memory.

Memories are stored in the brain as changes in the synapses,or connections, among neurons in different places in the brain.The exact storage points of memories are not known. Some ofthe important structures for learning and memory, however, arethe cerebral cortex (for declarative memories - "what") and thecerebellum (for procedural memories - "how ").

Another part of the brain that is important to memory is thehippocampus. One hippocampus is located on each side of thebrain within the temporal lobes (front part of the cerebrum).This seahorse-shaped group of cells is crucial for the formationof long-term memories about facts, experiences, people andplacesour declarative memories.

Memories last for varying lengths of time. We remembersome things for only a few seconds or minutes, and then they areforgotten. These are short-term memories. Other things,especially those which are repeated or are important to us,become stored as long-term memories. Long-term memories canlast for a few hours to an entire lifetime.

Memory Stories

People, especially those in the same family or community,often tell each other stories about things they remember or haveheard from the past. Long before history was written down with

Brain Link BEST COPY AVAILABLE101997, WOWI Publications 35

:143

ACTIVITY 7

CONCEPTSDeclarative memory is ourmemory of what we havelearned about people, factsand events.Procedural memory is ourmemory of how to do things.Different parts of the brainare involved in the processesof memory and learning..The collective memory ofpeople is known as its oraltradition.

OVERVIEWStudents review and apply.concepts learned in Activities1-6 by recalling and tellingabout a favorite memory andanalyzing the processes oflearning and memoryinvolved.

SCIENCE & MATH SKILLSApplying prior knowledge to anew situation

TIMEPreparation: 5 minutesClass: 45 minutes

MATERIALS

overhead transparency orcopies of "My Memory" onpage 38copies of "I Remember..." onpage 39 (one per student)

The processes of memory andlearning can be affected bydifferences in brain functioning,either inborn or acquired.Dyslexia and Alzheimer's diseaseare two examples of disordersthat alter the abilities to learn andremember to varying degrees.

7. What's Your Story?Memory and Learning

dates and places, storytellers related the lore passed down fromtheir ancestors so that it was preserved from generation togeneration. This way of passing on the collective memory of apeople is referred to as oral tradition. Historical informationsometimes is gathered and preserved more formally todaythrough recorded interviews with participants in past events andways of life. The preservation of people's memories when theytell their "stories" to interviewers is known as oral history.

Even though we might see pictures, videos or other recordsof things that happened in the past, nothing compares to hearingstories of what occurred in the words of someone who wasthere. It brings the past to life and links us closer to it and topersons remembering it. Although everyone remembers thingsdifferently, each account is valuable; different versions of thesame event, all put together, can give a more complete and vividpicture of the past. Just writing down or recording our ownmemories now and looking at them later can let us re-experienceevents in our own lives and learn more about ourselves and ourworld.

LINKS

Danger at Rocky River Chapters:Remembering RhymesGrandpa's Victory

Explorations:Gray Matters (pages 2 and 3)Use Your Brain Promote Your Health (page 4)

SET-UP

After introducing the concepts of oral tradition and oralhistory, have children work individually and in small groups tocreate their stories.

PROCEDU E

1. Explain to students that stories can be an important way ofteaching, learning and remembering. For centuries, peoplehave used stories to share and preserve the history andbeliefs of their cultures, to learn about themselves and togive meaning to their lives. Tell students that they are goingto be storytellers, sharing one of their own memories.

2. Ask each student to list five (three for younger children) ofhis or her favorite memories. Ask for examples from theclass and discuss why the memories that were listed becamepart of their long-term memories.

7. What's Your Story?Memory and Learning

144 Brain LinkC1997, WOW! Publications

3. Direct the students to think about and choose one of theirmemories to tell as a story to other members of a smallgroup. Encourage them to include as many details aspossible. Suggest beginning with phrases such as: I rememberthe first time..., the scariest time..., the funniest time..., whenI learned to..., etc.

4. Tell the class that, as each student finishes his or her story,the group is to discuss possible answers to the questions onthe "My Memory" sheet. Project the sheet, distribute copiesor write the questions on the board, and talk about types ofanswers that would be appropriate for each question.

You may want to encourage your students to think furtherby asking other questions such as, How old are yourmemories? How accurate do you think they are, and why?Do family members or friends remember shared eventsdifferently?

5. In groups of four, let each student share his or her memorystory, with the group discussing answers to the memoryquestions for each story.

6. After the students have shared their stories, have eachstudent independently complete the "I Remember..." sheetabout his or her memory story. The sheet will contain ashort summary of each student's story and answers to thequestions about the memory.

7. After using them for assessment, save the "I Remember ..."sheets in each student's portfolio. Look at them again at theend of the school year, and suggest that the students savethem to look at several years later. Tell them to askthemselves later, Do I still remember this the same way, ordo I now recall it differently? Why might that be?

BRAIN JOGGING

Here are more ideas for you and your students to explore.

Have each student make a drawing to illustrate his or herstory and display the stories and finished artwork.

Wr'ite a poem or song involving something you have learnedabout "learning and memory."

Write and perform a play about the different ways in whichwe learn.

Draw a picture or write a story about a person who hasdifficulty in learning or processing memories.

BrainLink@1997. WOW! Publications 377: 145

My Memory Questions

Which kind of memory was it?("how" or "what")

Which senses were involved inmaking the memory? (vision,hearing, taste, smell, touch)

Which type of learning wasinvolved? (association,imitation, repetition, etc.)

What helped it to be kept inlong-term memory? (It mayhave been a surprise,something especially fun orexciting, practiced untillearned, etc.)

Which parts of the brain wereused in forming and keepingthis memory? (cerebrum,cerebellum, hippocampus, etc.)

.01

7. What's Your Story?Memory and Learning

My

Let's review-

1\11 emory

Ways of learning:associationrepetition (rehearsal)imitation

Types of memory:how (procedural)what (declarative)

short-termlong-term

Parts of the brain:cerebellumcerebral cortexhippocampus

Questions to ask and answer about your memory:

1. Which kind of memory was it? ("how" or "what")

2. Which senses were involved in making the memory? (seeing, smelling, etc.)

3. Which type of learning was involved? (association, imitation, repetition, etc.)

4. What helped it to be kept in long-term memory? (Was it exciting, scary, funny? Didyou practice?)

5. Which parts of the brain-were used in forming and keeping this memory?

7. What's Your Story?Memory and Learning 146 Brain Link

©1997, WOW! Publications

I Remember

This is a summary of my story:

1. Which kind of memory was it? ("how" or "what")

2. Which senses were involved in making the memory? (seeing, smelling, etc.)

3. Which type of learning was involved? (association, imitation, repetition, etc.)

4. What helped it to be kept in long-term memory? (Was it exciting, scary, funny? Did you practice?)

5. Which parts of the brain were used in forming and keeping this memory?

BrainLink01997, WOW! Publications 14 7 7. What's Your Story?

Memory and Learning

Glossary

Alzheimer's disease a disease, found especially in olderadults, that damages or destroys cells of the centralnervous system so that people can no longer rememberor think normally

association broad category of learning that involvesforming mental connections among sensations, ideas,memories and movements

brain control center of the nervous system, locatedwithin the skull and attached to the spinalcord;command center of the body

brainstem or brain stem structure that connects the restof the brain to the spinal cord and controls basicsurvival activities such as breathing, heartbeat, bodytemperature, and digestion

central nervous system the part of the nervous system invertebrates that consists of the brain and spinal cord

cerebellum part of the brain located directly above thebrainstem that controls the sense of balance and helpsthe muscles work together for learning and coordinationof rote movements

cerebral cortex the outermost component of the brain'scerebrum; controls our most advanced abilities, such asspeech and reasoning

cerebrum large rounded outer layer of brain wherethinking and learning occur, sensory input is receivedand voluntary movement begins.

classical conditioning type of learning by association inwhich a neutral stimulus (for example, a sound) ispaired with a second stimulus that causes a response(for example, presence of food, leading to salivation)

declarative memory knowledge or memory of pastexperiences, facts, people and events; stored incerebral cortex

dyslexia learning disorder caused by differences in brainfunction; can take many forms including difficulty withwriting, reading, spelling, mathematics, speaking,listening, or remembering what is seen or heard

epilepsy condition caused by sudden changes in theactivity of neurons in the brain; affects a person'sawareness and action, often with jerking movements ofthe body and limbs, for short periods of time

gyri outward folds on the surface of the cerebral cortexhabituation type of learning characterized by a decrease in

the response to a stimulus; to be accustomed tosomething through continued exposure

hippocampus (hippocampi, plural) a seahorse-shaped areaof neurons in each temporal lobe of the brain; participatesin the processing and formation of long-term memories

imitation type of learning that involves observing someoneelse and copying his or her activity

GlossaryMemory and Learning

learning gaining knowledge or skills by instruction, studyor experience; storage of information in the brain in away that allows it to be recalled and applied

learning disability any kind of disorder that makes itdifficult to learn and process new information, especiallyrelating to performance in school

long-term memory more or less permanent storage ofinformation and skills in memory; long-term memoriescan persist for a few hours up to an entire lifetime

memory recall of knowledge or skills; information thatpeople or animals have stored in their brains over time

nerve cell neuron; a cell of the nervous system thatconducts a signal from one part of the body to another

nerve a bundle of nerve fibers and associated cellsnervous system brain, spinal cord and nerves in the bodyneuron a cell of the nervous system that conducts a signal

from one part of the body to anotherneuroscience branch of science related to study of th

nervous systemoral history documentation of past events through story

telling from generation to generationprocedural memory knowledge of "how" to do things,

stored in the cerebellumrepetition element of many learning processes that involves

doing something over and oversensitization type of learning in which continued exposure

to a stimulus leads to an increase in the responsesense (1) function of the body by which one is made aware

of the world outside, as sight, hearing, touch, smell ortaste, or of conditions inside the body, as pain or hunger;(2) a feeling or awareness; (3) to become aware of

sensory relating or pertaining to the sensessensory neuron type of nervous system cell that transmits

impulses from a sense organ or receptor toward thecentral nervous system

short-term memory an early stage in the processing ofinformation in the brain, during which information isheld for a short period of time (several minutes or less);some of the information held in short-term memory islost, other information is processed further so thateventually it is held in long-term memory

stimulus an agent that influences the activity of sensoryneurons or any other kind of cell

synapse tiny gap between the axon of one neuron and thecell body or dendrite of another neuron across whichmessages are transmitted chemically or electrically

temporal lobe one of four lobes in the two hemispheres ofthe cerebrum; located on the sides of the brain andcontaining the hippocampi

i4 BrainLinkC11997, WOW! Publications

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THE READING LINKReading activities to use with

75- '?fF

The NeuroExplorers in

A Memorable Misadventure

Brain link® : Memory and Learning

The Reading Links have been created as ready-to-use reading and writingactivities that are directly related to Brain Link adventure stories. They arenot intended to represent a comprehensive reading program. The activitiesare related to reading objectives common to many curricula and cover arange of grade and ability levels. Teachers may wish to select from theseactivities those that are most appropriate for their own students.

Prepared byBaylor College of Medicine

Houston, Texas2000

150

THE READING LINKWord Meanings

Word Meanings

13rainLinkDanger at Rocky River

Each of the sentences below is missing a word. Choose the word in the brain that best completeseach sentence, and write it in the space provided. (Not all of the words are used in the sentences!)

1. Memories are stored as connections among

2.long-lasting memory.

in the brain.

, or doing something over and over, is one way to make a

3. When you watch your Dad hit a tennis ball and copy his movements, you are learning by

4. The , a small part of the brain that is shaped like a seahorse, isvery important to memory and learning.

5. Ivan Pavlov's dogs learned to , or connect, the sound of a bellwith being fed.

THE READING LINK BrainLinkWord Meanings Danger at Rocky River

2 3

9

I I

14

21

24

A Crossword to Exercise Your Memory

4 5

7

12 13

18 19

25

16

ACROSS2. Tiny gap between axon of one neuron and dendrite of

another neuron5. Information that is stored in the brain over time7. Mr. Miller writes notes to himself on this8. The NeuroExplorers have an adventure when they visit 3.

' Grandfather.9. Mr. Miller lives in Gardens Retirement 4.

Center.10. Command center of the body11. The NeuroExplorers are saved when Mr. Miller helps

them find this12. All the bones of the head14. Put away15. Lakeisha likes to do this when she plays chess16. A cell of the nervous system that conducts signals20. Number of hippocampi on each side of the brain21. A way of learning something by doing it over and over23. When Max found his Grandfather, he gave him one of

these24. B.J. felt this when the dog leaped at her25. A branch of science related to the study of the

nervous system

DOWN1.

8

10

17

22

23

15

20

6

The cortex is the outermost layer of thebrain's cerebrum.

2. Max felt this way when he learned about hisGrandfather's illnessPerson who first described a memory disease thataffects older peopleCondition brought about by sudden changes in theactivity of neurons in the brain, often with jerkingmovements of the body and limbs

6. Way of learning by making connections14. He warned the NeuroExplorers about floods near

Rocky River17. To stop working any more, usually when someone

is older18. When you gain new knowledge or a skill, you

it.19. In the mnemonic for remembering a seahorse-shaped

part of the brain, this animal takes a dive22. Isley II lost one of these in the river

21'7

THE READING LINK BrainLinkDetails/Supporting Ideas Danger at Rocky River

De-tails/Supporting Ideas

A. What facts do you remember after reading Danger at Rocky River? Mark whether each ofthese statements is True (T) or False (F).

Learning by association is learning by making connections.

Memories of what we have learned about people and things are processed in thecerebellum.

Each person has two hippocampi.

Repetition is important for making memories of procedures and movements.

People with Alzheimer's disease suddenly can't remember anything at all.

Memories associated with disagreeable experiences can be very strong.

B. Your friend Thomas has never heard of Alzheimer's disease. What could you tell himabout it? Explain what you have learned about Alzheimer's disease to your friend. Forexample, what is Alzheimer's disease like? Where did its name come from? What causes it?How can relatives and friends help people with this disease? Write down what you wouldtell Thomas.

5 153

THE READING LINK BrainLinkDetails/Supporting Ideas Danger at Rocky River

C. Pretend you are Lakeisha, writing a letter to your Aunt Jane whoworks in a nursing home. Your trip to Riverbend Gardens was yourfirst visit to a retirement home, and you want to tell your aunt allabout it.

Describe Riverbend Gardens to her, telling as many details as youcan. Tell her whether it was like you had expected it would be, ornot. Mention the things that were going on there, what you didthere, and how you felt about it.

Dear Aunt Jane,

t.

4 1a4

THE REAPING LINKSequence of EventsMain Idea

Sequence of Events

Br-ainLinkDanger at Rocky River

Which of the events below happened LAST in the story? Write 4 next to it. Then number theother events (1, 2, 3) to show the order in which they happened.

Max's grandfather shocked everyone by reaching down and picking up a snakewith his bare hands.

Vince went back to Riverbend Gardens to get a pair of binoculars for bird watching.

As B.J. tapped out a "hippo camp" rhyme with her drumsticks, a dog growledand leapt toward her.

The sheriff told the NeuroExplorers about heavy rains to the north and warnedthem to stay away from the lowlands around Rocky River.

Main Idea

Look at the yellow box at the top of page 8. Which sentence below best tells the main ideaof this Science Box? Fill in the circle by your answer.

O Several areas of the brain are important for processing memories.O Memories of what we have experienced or learned are processed through the hippocampus.O This group of neurons, deep inside the brain, is shaped somewhat like a sea horse.O When the hippocampi are diseased or damaged, it is not always possible to learn new

things and remember them.

Look at the yellow box on page 12. Which sentence below best tells the main idea of thisScience Box? Fill in the circle by your answer.

O Memories associated with disagreeable experiences often are very strong.O Blue jays, for example, learn to avoid Monarch butterflies after trying to eat just one.O Monarch butterflies taste extremely bad.O After the first experience, a jay will never try to eat a Monarch butterfly ever again!

Read pages 15-16 in Danger at Rocky River. Which of the following sentences best statesthe main idea of that chapter?

O Everyone looked at Max and listened quietly to his story.O Two years ago, Max's Grandpa started having trouble with his memory and was

diagnosed with Alzheimer's disease.O Max is worried and afraid, because his Grandpa has Alzheimer's disease and is unable to

remember things any more.O Because he has trouble remembering, Max's Grandpa had to move to a place where

someone takes care of him all the time.

5..LJJ

THE READING LINK Brain Link

Cause and Effect Danger at Rocky River

Cause and Effect

Why did Is ley I think the snake in his dream was poisonous?

Why did Pavlov growl and leap at B.J.?

Why was Max afraid to visit his Grandpa?

Why did Grandpa Miller get lost?

Why was Grandpa Miller able to lead the NeuroExplorers back to Riverbend Gardens?

1566

THE READING LINKSummary of a SelectionPredicting Future Outcomes

Summary of a Selection

BrainLinkDanger at Rocky River

Re-read the chapter called "Water Power" on pages 23-25. Think about what happened toIs ley II and his friends in that chapter. Write a short descriptive summary.

Predicting Future Outcomes

Do you think the NeuroExplorers will go back to Riverbend Gardens again? Why orwhy not?

Think about how Danger at Rocky River ended. Can you imagine a different ending? Writea new possible ending of your own.

THE READING LINKInference/Generalization/DrawingConclusions

Inference/Generalization/Drawing Conclusions

13rainLinkDanger at Rocky River

A. When Is ley II finally came out of the flooding river, scratched up and out of breath, hesaid, "What a ride! Man, those are some rapids . . . . You guys ought to try it!" Why doyou think he said that? Write down all the possible reasons you can.

B. Based on the story, Danger at Rocky River, decide whether each of these sentences is Trueor False. Mark T or F on the line by each sentence. If you decide a sentence is false, rewriteit below to make it a true statement.

The markings on snakes often can be a quick clue to whether they arepoisonous or not.

People who are not good memorizers will never be able to remember lists ofthings.

Animals can be conditioned to react in certain ways for their whole lives tothings that happened to them long ago.

People who live in places like Riverbend Gardens are very unhappy.

It does not help people with Alzheimer's disease to write things down.

Max would have made a big mistake if he had not dared to go to see hisGrandpa.

THE READING LINK 13rainLink

Point of View/Fact-Opinion Danger at Rocky River

Point of View/Fact-Opinion

Tell whether the following statements are fact or opinion (Write F or 0):

Is ley I had a ridiculous nightmare.

Hippocampus is a very hard word to remember.

The hippocampus is very important for learning and memory.

Lakeisha should have been able to beat Mr. Plotsky at chess.

Mr. Miller couldn't always remember people's names.

Food for Thought

Some of us are able to remember the nine planets in order or the colors of the rainbow by usinga memory aid. Create your own mnemonic device to add the food pyramid to your long termmemory. What words, sentence or rhyme can you create to help you remember all the food groups?

Can you even find a way to remember the numbers of servings from each group? Write andexplain your mnemonic below.

Fat & Sugar

Dairy Meats, beans & eggs

Fruit

Grains

9159

THE READING LINK DrainLinkRelated Writing: Thinking About What I Read Danger at Rocky River

Related Writing: Thinking About What I Read

Make a Double Entry Journal: Copy a passage from the story on the left side of your journalor notebook page, and write your reactions on the right side. Journal entries can be done everyday and then brought to discussion groups.

Example

WHAT I READ (QUOTE), WHAT I THINK (LEAD-IN)

P. 25

"ISLEY I HAD NEVER BEEN THIS SCENE REMINDS ME

SO HAPPY TO SEE HIS OF A TIME IN NW OWN

BROTHER .... ISLEY II LIFE. WE WERE ON A

WAS SOAKED . AND OUT CAMPING TRIP, AND MY

OF BREATH, BUT HE SEEMED SISTER FELL OUT OF THE

OKAY." BOAT. SHE WENT UNDER

THE WATER, AND I

COULDN'T SEE HER FOR

A FEW MINUTES,

Other possible lead-ins to use for your journal reactions are:

a. This character reminds me of myself because . . . .

b. I wonder what this means . . . .

c. This scene reminds me of a similar scene in because . . . .

d. I think this setting is important because . . . .

e. I think the relationship between and is interesting because .

f. This situation reminds me of a similar situation in my own life. It happened when . .

g. Here's what I think will happen next . . . .

h. I'm confused about . . . .

i. A question I would like to ask these characters right now is . .

j. This part is realistic/unrealistic because . . . .

6 010 11/00

U

hat are Learning and Memory?We learn new things and remember old onesevery day of our lives. Learning is the processof gaining new information. Memory is thesystem our brain uses to hold on to informationand to get it back when we need it. All the factswe know. our knowledge of how to do thingsand our ability to make sense of what is goingon around us depend on learning and memory.

Every time we learn something new. tinychanges take place in the connections insideour brains. What changes are made and whatwe learn depends on everything we see. hear,smell, taste. and touchour experiences.

ow do We Learn?

We learn from our experiences in manydifferent ways. Our brains are programmeslialiehelp us learn some of the thine; that We needto know. For example, infante re born with theability to learn any hlirrian language. Thelanguage a baby learhl depends upon whichlanguage he hears 'the people around himspeaking. ,1

.411.01811.1011,

Memories-Mts Aatigftee

ou memory is a backpackVire you keep all your notes.!I the ones You want to keep.And even those you don'

It takes them and it files themThepockets made for you.

ey all have special Places.tome for longer. it is true.

ts lace for short-term memoric$0 w at happened just today.

But lop'of long-term space. as well.For things that need to stay.

Sometimes we eon t even know that we arelearning. It's likely that you can sing a song orrecite a commercial simply because you haveheard it many times on TV, even though you

v_er have tried to memorize it. Learning andmemen re happening all the time!

see or hear. TIOne way of lear: ing is by copying what we

s is called learning byimitation. Young c ildren learn to open a dooror to brush their teeth, watching those thingsbeing done by someone

Learning also takes e as, we mconnections between daily exp-t..;.iicc.s.instance, your dog may notice that every timeyou take his leash out, he gets to take a walk.His brain makes a connection between the leashand a walk. Soon he gets excited and goes to thedoor whenever he hears the rattle of his leash.This is an example of learning by association.

Often we must learn by repetitiondoing orsaying something over and over until it stays in ourmemory. This is the way you learn to tie yourshoes. tb throw a baseball well or to recite a poem. your most vivid

ow Lo>a do Memories Last?)Some of our i. shortmemories last for only a sho

time. Have you ever forgotten a telephonenumber right afte. making your call? This briefkind of memory, 6...alled short-term memory,is what you remember only as long as you arepaying attention.

Some of the t mgs we remember are saved aslong-term m4Inory. Things that are importantto us may be placed in "permanent storage."This usually involves repetition or rehearsal.E.b Iirm memories can last from a few hoursto a .. etime. e often have to practice what wewant t..c).'learn ,, rom songs in music class, to themultiplicakion bles in mathematics, to makingfree throws,an the basketball court. Long-termmemories also an be made instantly when youiexperience_s mething very exciting orfrightening, like your first roller coaster ride or amost embarrassing moment. What are some

memories from a long time ago?of

162RFST COPY AVAILABLE

Ore All Memories the Same?Our "memory banks" hold a rec2rd--of 'our

past experiences. They include, what we havelearned about people. events, rand facts of theworld. These kinds of memories are processedthrough pathways in the cerebral cortex, thethinking part of the braii-1. By thinking aboutthem. we can recall thenik. (This is called ourdeclarative memory.)

We also have memories oflike riding a bike or playing a viof our "how-to" (or procedural) knowledge taimproved with practice and become almosautomatic. The cerebellum is especiallyimportant for remembering procedures. Wedon't have to think about these memories touse them.

to do things,one-717 I'

is stored as memory through lasting changes inthe physical and chemical connections betweenneiii-ori in the brain. Sometimes signals areignored,\and the information is notremembere8^.

smal part of the brain,hiiipocamp s. is especially important inf6rming new memories. This is where newinformation is processed for short-term and

the

glow are Memories Formed?Sensory receptors in our eyes, ears, nose,

mouth and skin provide most of the informationfor learning and memory. Signals are sent todifferent areas of the cerebralcortex. The information

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out they can't remember doing it. Theus is a handy little part of the brain!hippo

hare are Memories Stored?Neuroscientists still do not know exactly

where all of our memories are stored. Certainly,some memories are stored in the cerebralcortex, but several different areas of thebrain may be involVed. This is one of the manythings left to be discovered by "neuro-explorers"of the future!

Activities from page 1

What Did The NeuroExplorers See In Professor Ottzinger's Office?

The curved shape of the hippocampusremindedearly neuroscientists

of aseahorse.

In fact, hippocampusmeans "seahorse"Greek.You have a hi 'n

ineach half of your brain.

When the NeuroExplorers left Professor Ottzinger, they tried to remember everything they had seenin his office. Without looking back at the front page, what can you remember about thepicture? Write a list of all the details you can remember.

Now go back and study the front page for 3 minutes. Then turn to the back page and try toanswer the Questions to Test Your Visual Memory" at the bottom of the page.

-16,3 BEST COPY AVAILABLE

For learning and memory totake place, many differentparts of your brain must beworking together properly.Did you ever wonder how

neuroscientists find out which parts of the brainare working when you read or speak, or try tolearn or remember something? One way isthrough laboratory studies. Most laboratorystudies on the brain are done with animals otherthan humans. Many different kinds of animalsare used in experiments that give us importantinformation about how the brain works.

One little animal, the sea slug (Hermissenda),has such a simple nervous system that it is easyfor scientists to see the neuron pathways usedas the animal learns. These animals can be"trained" to move in certain ways when they

see a light. With billions fewer cells to observethan in humans, scientists can actually see thephysical, chemical andelectrical changes thattake place in aHermissenda'snervous system whenit learns. Informationfrom these and otheranimal studies helpsscientists understandhow the humannervous system works.This knowledge thenhelps physicians totreat human patientswhose brains have beendamaged or changed bydisease or accident.

Use Your BrainPromote Your HealthFats, Oils and SugarUse Sparingly

Milk, Yogurtand Cheese2-3 Servings

Meat, Poultry, Fish,Dried Beans, Eggs

and Nuts2-3 Servings

Vegetables3-5 Servings

Fruits2-4 Servings

read, Grains,Cereal and

Pasta_6-11

Food For Thought(recommended daily servings).

Hermissenda photo by Dr. T. Crow,Univ. Texas Medical School, Houston

One of the best ways tokeep your brain in topform is to eat a varied dietthat follows the foodpyramid shown here. Thefoods you eat can affectthe way your brain works.This is especially importantat breakfast time.

A good basic breakfast,consisting of fruit or juice,milk or other protein andcereal or bread providesyour brain with thenutrients it needs to learnand remember during abusy morning at school.

Try keeping a journal ofthe breakfasts that you andother members of your

.7-.--family eat during the nextweek. Is everyone gettingenough brain food?

Do you think you could memorize a string of 26 letters? Sounds hard? Actually, it's somethingyou've already done. Most of us learned to say the letters of the alphabet in order by singing the"alphabet song." Using rhythm or rhyme to help remember something is one way that you can

"boost" your memory power.Memory boosters like this are called mnemonics. Another good example is using a phrase or wordto remember a longer list. For example, the word HOMES helps us remember the names of thefive Great Lakes --Ifuron, Ontario, Michigan, Erie and Superior.You can even create a picture in your mind to help remember a difficult word or phrase:Throdninghippopotamus at camp, for example, is a mnemonic to help remember the word, hippocainpus.

.

Can you think of any other mnemonics that you already use? Try creating one of your-own:Ito-help.

you remember everything that you need to bring to school in the: morning.

00K

5 II J O NLB LM U BA Le LL G C511 LE AE ERNE

L

E

Often we become so used to hearingn,

seeing or feeling something that we lear

not to notice it. For example. do you pay

attention to the feeling of your clothes on

your skin or to everyday sounds at home or

in the classroom? "Getting used to" the

things around us is a kind of learning called

haviruarion.

People and other animals how to docertain things by instinct. Thiknowledge is "wired- into thes

nervoussystem at birthlike a babys knowing howto smile at its mother or a bird's knowingbe learned.how to build a nest. Everything

else must

5

nventor Thomas Edison,scientists Albert Einsteinand Louis Pasteur, the

composer Ludwig von Beethoven,and fairy tale writerHans Christian Andersen ...

What did all of these famous people have incommon? Like 10% of the people in the U. S.today, they all had "learning disabilities," whichmade it much more difficult for them to learn inschool than it was for their classmates.

A kind of "learning disability" that gives manypeople trouble in school is called dyslexia.Dyslexia includes many problems in learningthat result from differences in the "wiring" insome part of the brain. These differences maycause trouble with writing, reading, spelling,doing math. speaking, listening, orremembering what is seen or heard.

Here is an example to help you understandwhat it might be like for some people withdyslexia. Suppose that a boy named Jason sawor heard this sentence:

Two people went down to the edge ofthe potato field after dinner.

When he tried to write it down, it came outlike this:

Tow pepl wnet bwon to the edg fo theptato feld afrte biner.

This makebelieve example may look silly toyou, but it is something like what reallyhappens. Imagine how frustrating it would be toJason! Jason is smart. and he knows somethingis wrong. Other people can write the sentence.and he doesn't know why he cannot. To him,written words seem like riddles or codes forwhich he doesn't have the key. When he triesto write the sentence another time, it mightlook entirely differentbut still not like thesentence that was given to him. You can see howdifficult it would be for him to learn in school.

With special help, children like Jason can findways to work around their learningdifferences. They still can do other thingswithout any trouble, and one day they evencould become as famous as Albert Einstein!

Ivan Pavlov, an earlyscientist interested inhow we learn, observedthat dogs' mouths watered when they ate, their mouths watered whenever they heard the

bell. even though no food was there. Pavlovcalled this kind of learning conditioning.

Can you think of anythingyou have learned byconditioning?

dogs' brains made aconnection betweenthe bell and food, and

smelled or saw food. He wondered ifanything else could make dogs react the

same way. He ranga bell each time

he fed the Atdogs

Soonthe

166

THE FAR SIDE By GARY LARSON

"Mr. Osborne, may I be excused? My brain is full."

THE NEURO SIDE

Have you ever tried to learn and remember somuch that you felt like your brain must be full?Well, it may feel that way sometimes, but itdoesn't really happen. Scientists tell us that ourbrains can hold more information than we willever put into them, even though we learn newthings every day of our lives.

When we feel like we lust can't learn any more,it probably means that we are tired and don'twant to pay attention any longer. Can you think

of some things you can do to keep from gettingtired at school, so that you will be able to keeplearning more and more? Nobody's brain evergets "full"I

Careers for Neuro-Explorers:NeuroscientistWould you like to be able to figure out why somepeople get diseases like Alzheimer's disease, orhow to prevent or cure them? Neuroscientists areneuro-explorers who work in laboratories to findout the "hows" and "whys" of the nervous system.They are looking fOr ways to cure diseases or to healdamage to the brain, the.spinal cord and the nerves.

, 7

Neuro-Explorer:Dane ChetkoVich, Ph.D.Medical StudentBaylor College of MedicineHouston, Texas

Dr. Chetkovich, what do you do?

I am a neuroscientist, but I'm also training tobecome a physician. As a medical doctor. I willbe able to treat patients who have neurologicaldiseases, and as a neuroscientist I will do

research, hoping tofind better ways toprevent, treat orcure these illnesses.

tir1041.7N

What do you find the most fun or Mostinteresting about your work?

I'm fascinated with the wonders of the brain andnervous system. The idea of working_with peoplewho have problems and trying to find out whythey got sick and how to make them better isvery exciting. It's also fun for me to visitclassrooms and share science with young students.

What advice do you have for futureneuroscientists?

Be creative! Be original, and always keep youreyes and your mind open.

Editor's note: Dr. Chetkovich also likes Writing for children. He is the author of Danger at Rocky River. the NeuroExplorers

adventure story that goes with this edition of Explorations in Neur science.16 7

Look at the picture on the front page once again. TheIsley twins are under the clock in Professor Ottzinger'soffice. Now that you have an image of them in yourmemory. can you find them in the picture below? Can

you find a brain. a skull. a neuron?

Many different kinds of learning are taking place in this picture. How many can you identify?

QUESTIONSTO TEST YOURVISUAL MEMORY.After studying the plc-.)

iré'óthefront Pagefor 3 minutes, turnthis page around andsee what you haveremembered. .

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"BrainLink is a registered service mark of. and "NeuroExplorers" is a trademarkof. Baylor College of Medicine. No part of this publication may be reproduced through

any means. nor may it be stored in a retrieval system, transmitted or otherwise copied for public or private use without priorwritten permission of the publisher.

Activities described here are intended for school-age children under direct supervision of adults. The publisher. Baylor College of Medicine and the authors

cannot be responsible for accidents or injuries that may result from the conduct of the activities.

Development of Brainlink materials was funded, in part. by the National Institutes of Health. Science Education Partnership Award grant number R25 RR09833.

The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of Baylor College of

Medicine, the funding agency or the publisher.©1997 Revised Edition. by Baylor Czilege of Medicine. Al! rights reserved. Printed in the .United States of America. WOW Publications. Inc. (800-969-4996).

. ISBN 1-888997-28-1

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