Divyanshu67/squad_v2 huggingface dataset:
Memory

Declarative memory can be further sub-divided into semantic memory, concerning principles and facts taken independent of context; and episodic memory, concerning information specific to a particular context, such as a time and place. Semantic memory allows the encoding of abstract knowledge about the world, such as "Paris is the capital of France". Episodic memory, on the other hand, is used for more personal memories, such as the sensations, emotions, and personal associations of a particular place or time. Episodic memories often reflect the "firsts" in life such as a first kiss, first day of school or first time winning a championship. These are key events in one's life that can be remembered clearly. Autobiographical memory - memory for particular events within one's own life - is generally viewed as either equivalent to, or a subset of, episodic memory. Visual memory is part of memory preserving some characteristics of our senses pertaining to visual experience. One is able to place in memory information that resembles objects, places, animals or people in sort of a mental image. Visual memory can result in priming and it is assumed some kind of perceptual representational system underlies this phenomenon.[citation needed]

Question: When remembering your first day of school or first dance, which memory are you using?
Answer: Episodic memories

Question: When fondly remembering your memory, which type of memory are you using?
Answer: Autobiographical memory

Question: Which type of memory enables us to remember knowledge of the world?
Answer: Semantic memory

Question: Which type of memory is used when remembering something that we've seen?
Answer: Visual memory

Question: When remembering your first day of school or first dance, which sense are you using?

Question: Which type of memory disables us to remember knowledge of the world?

Question: What can result from visual stimulus?

Question: What does biographical memory encompass?

Question: What type of memory allows knowledge like remembering that Paris is the capital of Germany?
Memory

Stress has a significant effect on memory formation and learning. In response to stressful situations, the brain releases hormones and neurotransmitters (ex. glucocorticoids and catecholamines) which affect memory encoding processes in the hippocampus. Behavioural research on animals shows that chronic stress produces adrenal hormones which impact the hippocampal structure in the brains of rats. An experimental study by German cognitive psychologists L. Schwabe and O. Wolf demonstrates how learning under stress also decreases memory recall in humans. In this study, 48 healthy female and male university students participated in either a stress test or a control group. Those randomly assigned to the stress test group had a hand immersed in ice cold water (the reputable SECPT or ‘Socially Evaluated Cold Pressor Test’) for up to three minutes, while being monitored and videotaped. Both the stress and control groups were then presented with 32 words to memorize. Twenty-four hours later, both groups were tested to see how many words they could remember (free recall) as well as how many they could recognize from a larger list of words (recognition performance). The results showed a clear impairment of memory performance in the stress test group, who recalled 30% fewer words than the control group. The researchers suggest that stress experienced during learning distracts people by diverting their attention during the memory encoding process.

Question: What can cause your memory to deterioriate or not work as well?
Answer: Stress

Question: Which hormones are produces when a animal is stressed out?
Answer: adrenal hormones

Question: Who performed a study that involved having peoples hands in cold water while also memorizing words?
Answer: L. Schwabe and O. Wolf

Question: What did L. Schwabes and O. Wolfs study seem to conlcude?
Answer: stress experienced during learning distracts people by diverting their attention during the memory encoding process.

Question: What can cause your memory to deterioriate and work better?

Question: Which hormones are produces when a animal is happy?

Question: Which Austrian cognitive psychologists released an experimental study?

Question: What does SECPT not stand for?
Memory

Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.

Question: What trouble can interference cause?
Answer: can hamper memorization and retrieval

Question: What is retroactive interference?
Answer: when learning new information makes it harder to recall old information

Question: What is proactive interference?
Answer: where prior learning disrupts recall of new information

Question: What is a term used to describe being able to learn something quicker due to an older ability?
Answer: positive transfer.

Question: What benefits does interference have?

Question: What is active interference?

Question: What is proactive disruption?

Question: What is the phenomenon when learning Latin makes it harder to learn French?

Question: What disrupts recall of old information?
Memory

Up until the middle of the 1980s it was assumed that infants could not encode, retain, and retrieve information. A growing body of research now indicates that infants as young as 6-months can recall information after a 24-hour delay. Furthermore, research has revealed that as infants grow older they can store information for longer periods of time; 6-month-olds can recall information after a 24-hour period, 9-month-olds after up to five weeks, and 20-month-olds after as long as twelve months. In addition, studies have shown that with age, infants can store information faster. Whereas 14-month-olds can recall a three-step sequence after being exposed to it once, 6-month-olds need approximately six exposures in order to be able to remember it.

Question: In 1960 did people believe an infant was able to remember things?
Answer: Up until the middle of the 1980s it was assumed that infants could not encode, retain, and retrieve information.

Question: What is the minimum age researchers think a child begins to have memory?
Answer: . A growing body of research now indicates that infants as young as 6-months can recall information

Question: Does a persons memory capacity increase with age?
Answer: Furthermore, research has revealed that as infants grow older they can store information for longer periods of time

Question: Who has a better memory retention a 6 month old or a 9 month old?
Answer: 9-month-olds

Question: What was assumed until the middle of the 1960s?

Question: Research indicates that 6 month olds can recall what after a 48 hour delay?

Question: 6-month-olds need approximately five exposures in order to be able to do what?

Question: What has shown that with age, infants can store information slower

Question: as infants grow older they can store what for shorter periods of time?
Memory

Brain areas involved in the neuroanatomy of memory such as the hippocampus, the amygdala, the striatum, or the mammillary bodies are thought to be involved in specific types of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning, while the amygdala is thought to be involved in emotional memory. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.

Question: What role does the amygdala play in memory?
Answer: thought to be involved in emotional memory

Question: Can you pin point certain areas of the brain to certain memories. 
Answer: it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions

Question: What changes can be linked to learning and memory?
Answer: neuronal synapses,

Question: What is the hippocampus's relationship to memory?
Answer: believed to be involved in spatial learning and declarative learning

Question: What role does the amygdala play in speech?

Question: Can you pin point certain areas of the heart to certain memories

Question: What similarities can be linked to learning and memory?

Question: What is thought to be involved in nonemotional memory?

Question: What is the hippocampus's relationship to speech?
Memory

The more long term the exposure to stress is, the more impact it may have. However, short term exposure to stress also causes impairment in memory by interfering with the function of the hippocampus. Research shows that subjects placed in a stressful situation for a short amount of time still have blood glucocorticoid levels that have increased drastically when measured after the exposure is completed. When subjects are asked to complete a learning task after short term exposure they have often difficulties. Prenatal stress also hinders the ability to learn and memorize by disrupting the development of the hippocampus and can lead to unestablished long term potentiation in the offspring of severely stressed parents. Although the stress is applied prenatally, the offspring show increased levels of glucocorticoids when they are subjected to stress later on in life.

Question: Does it matter how long someone is exposed to stress to have an impact on their memory?
Answer: the more impact it may have. However, short term exposure to stress also causes impairment in memory by interfering with the function of the hippocampus

Question: Whar does research show happens to blood glucorticoid levels during stressful events?
Answer: levels that have increased drastically

Question: Can a unborn child face issues with stress than can affect their future abilities?
Answer: prenatally, the offspring show increased levels of glucocorticoids when they are subjected to stress later on in life.

Question: Do the people studied in different research perform as well after stress as they did before becoming in contact with stressful situations?
Answer: When subjects are asked to complete a learning task after short term exposure they have often difficulties

Question: Whar does research show happens to blood glucose levels during stressful events?

Question: Can a unborn child face issues with stress than can affect their past abilities?

Question: How does long term exposure to stress also cause impairment in memory?

Question: When subjects are asked to complete a remembering task after short term exposure they have what?

Question: Why does long term exposure to stress have less impact?
Memory

Stressful life experiences may be a cause of memory loss as a person ages. Glucocorticoids that are released during stress damage neurons that are located in the hippocampal region of the brain. Therefore, the more stressful situations that someone encounters, the more susceptible they are to memory loss later on. The CA1 neurons found in the hippocampus are destroyed due to glucocorticoids decreasing the release of glucose and the reuptake of glutamate. This high level of extracellular glutamate allow calcium to enter NMDA receptors which in return kills neurons. Stressful life experiences can also cause repression of memories where a person moves an unbearable memory to the unconscious mind. This directly relates to traumatic events in one's past such as kidnappings, being prisoners of war or sexual abuse as a child.

Question: What neurons are damaged during stressful events?
Answer: The CA1 neurons found in the hippocampus

Question: What can make someone more prone to memory loss as they age?
Answer: the more stressful situations that someone encounters,

Question: What will a person often do with extremely stressful memories?
Answer: repression of memories where a person moves an unbearable memory to the unconscious mind

Question: What is the cause of neuron loss due to stress?
Answer: high level of extracellular glutamate allow calcium to enter NMDA receptors

Question: What protons are damaged during stressful events?

Question: What can make someone more prone to memory gain as they age?

Question: What will a person often do with extremely stressful thoughts?

Question: What is the cause of neuron gain due to stress?

Question: Where are the AC1 neurons found?
Memory

Sleep does not affect acquisition or recall while one is awake. Therefore, sleep has the greatest effect on memory consolidation. During sleep, the neural connections in the brain are strengthened. This enhances the brain’s abilities to stabilize and retain memories. There have been several studies which show that sleep improves the retention of memory, as memories are enhanced through active consolidation. System consolidation takes place during slow-wave sleep (SWS). This process implicates that memories are reactivated during sleep, but that the process doesn’t enhance every memory. It also implicates that qualitative changes are made to the memories when they are transferred to long-term store during sleep. When you are sleeping, the hippocampus replays the events of the day for the neocortex. The neocortex then reviews and processes memories, which moves them into long-term memory. When you do not get enough sleep it makes it more difficult to learn as these neural connections are not as strong, resulting in a lower retention rate of memories. Sleep deprivation makes it harder to focus, resulting in inefficient learning. Furthermore, some studies have shown that sleep deprivation can lead to false memories as the memories are not properly transferred to long-term memory. Therefore, it is important to get the proper amount of sleep so that memory can function at the highest level. One of the primary functions of sleep is thought to be the improvement of the consolidation of information, as several studies have demonstrated that memory depends on getting sufficient sleep between training and test. Additionally, data obtained from neuroimaging studies have shown activation patterns in the sleeping brain that mirror those recorded during the learning of tasks from the previous day, suggesting that new memories may be solidified through such rehearsal.

Question: Does sleep hurt a persons memory?
Answer: There have been several studies which show that sleep improves the retention of memory,

Question: What does SWS stand for?
Answer: slow-wave sleep

Question: What take place during SWS?
Answer: System consolidation

Question: What is the role of the neocortex whe it relates to memory?
Answer: reviews and processes memories, which moves them into long-term memory

Question: In studies what is a relationship between sleeping and learning?
Answer: activation patterns in the sleeping brain that mirror those recorded during the learning of tasks from the previous day

Question: Why does sleep affect recall?

Question: When are the neural connections in the brain weakened?

Question: What does WSW stand for?

Question: What take place during WSW?

Question: What is the role of the neocortex whe it relates to muscles?
Memory

A UCLA research study published in the June 2006 issue of the American Journal of Geriatric Psychiatry found that people can improve cognitive function and brain efficiency through simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction into their daily lives. This study examined 17 subjects, (average age 53) with normal memory performance. Eight subjects were asked to follow a "brain healthy" diet, relaxation, physical, and mental exercise (brain teasers and verbal memory training techniques). After 14 days, they showed greater word fluency (not memory) compared to their baseline performance. No long term follow up was conducted, it is therefore unclear if this intervention has lasting effects on memory.

Question: Can one increase their brain efficency?
Answer: people can improve cognitive function and brain efficiency

Question: What can a person do to increase their brain efficiency?
Answer: simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction

Question: In a study performed with 17 subjects, what relationship did healthy changes and brain efficiency have?
Answer: After 14 days, they showed greater word fluency (not memory) compared to their baseline performance.

Question: Do lifestyle changes definitely have an affect on long term memory?
Answer: it is therefore unclear if this intervention has lasting effects on memory.

Question: Who published a study in a June 2006 issue of UCLA?

Question: Can one increase their brain unefficency?

Question: What can people improve through complex lifestyle changes?

Question: After 17 says, they showed greater what?

Question: How many subjects had the average age of 17?
Memory

Much of the current knowledge of memory has come from studying memory disorders, particularly amnesia. Loss of memory is known as amnesia. Amnesia can result from extensive damage to: (a) the regions of the medial temporal lobe, such as the hippocampus, dentate gyrus, subiculum, amygdala, the parahippocampal, entorhinal, and perirhinal cortices or the (b) midline diencephalic region, specifically the dorsomedial nucleus of the thalamus and the mammillary bodies of the hypothalamus. There are many sorts of amnesia, and by studying their different forms, it has become possible to observe apparent defects in individual sub-systems of the brain's memory systems, and thus hypothesize their function in the normally working brain. Other neurological disorders such as Alzheimer's disease and Parkinson's disease can also affect memory and cognition. Hyperthymesia, or hyperthymesic syndrome, is a disorder that affects an individual's autobiographical memory, essentially meaning that they cannot forget small details that otherwise would not be stored. Korsakoff's syndrome, also known as Korsakoff's psychosis, amnesic-confabulatory syndrome, is an organic brain disease that adversely affects memory by widespread loss or shrinkage of neurons within the prefrontal cortex.

Question: What is a term to describe memory loss?
Answer: amnesia.

Question: What diseases can have a major imact on memory?
Answer: Alzheimer's disease and Parkinson's disease

Question: What is Korsakoff's syndrome?
Answer: an organic brain disease that adversely affects memory by widespread loss or shrinkage of neurons within the prefrontal cortex.

Question: Is amnesia only seen in one form?
Answer: There are many sorts of amnesia,

Question: What happens to a person whose autobiographic memory is damaged?
Answer: that they cannot forget small details that otherwise would not be stored

Question: What is a term to describe memory gain?

Question: What diseases does not have a major impact on memory?

Question: What is Alzheimer's syndrome?

Question: Why is amnesia only seen in one form?

Question: What happens to a person whose biographic memory is damaged?
Memory

Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.

Question: Does excersice have any role on cognitive brain function?
Answer: has many cognitive benefits and effects on the brain.

Question: What positive things can happen to your brain when you excersise?
Answer: increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus

Question: Is a child who excercies likely to perform better in school?
Answer: The effects of exercise on memory have important implications for improving children's academic performance

Question: What type of excercise has shown the best benefit for the brain?
Answer: aerobic exercises

Question: What has many cognitive drawbacks and effects on the brain?

Question: What type of nonaerobic exercises have benefits on the brain?

Question: What negative things can happen to your brain when you excersise?

Question: The effects of exercise on memory do not have important implications for what?

Question: What causes decreased oxygen and nutrient delivery?
Memory

However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards – a computerized version of the card game "Concentration" or "Memory". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.

Question: What can impact memory performance in a positive way?
Answer: when material is linked to the learning context,

Question: What can the scent of vanilla be used for?
Answer: strong cue for memory.

Question: What did a study performed by Schwabe and wolf show?
Answer: memory impairment and the detrimental effects of stress on learning can be attenuated.

Question: In Schwabe and wolfs study what where particpants asked to memorize?
Answer: were asked to remember the locations of 15 pairs of picture cards –

Question: In their study what was the relationship that both groups shared?
Answer: both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.

Question: What can impact memory performance in a negative way?

Question: What can the scent of lavender be used for?

Question: What did a study performed by Schwartz and wolf show?

Question: In Schwabe and wolfs study what where participants asked to forget?

Question: What were seventy healthy female and male university students, randomly assigned to?
Memory

Interestingly, research has revealed that asking individuals to repeatedly imagine actions that they have never performed or events that they have never experienced could result in false memories. For instance, Goff and Roediger (1998) asked participants to imagine that they performed an act (e.g., break a toothpick) and then later asked them whether they had done such a thing. Findings revealed that those participants who repeatedly imagined performing such an act were more likely to think that they had actually performed that act during the first session of the experiment. Similarly, Garry and her colleagues (1996) asked college students to report how certain they were that they experienced a number of events as children (e.g., broke a window with their hand) and then two weeks later asked them to imagine four of those events. The researchers found that one-fourth of the students asked to imagine the four events reported that they had actually experienced such events as children. That is, when asked to imagine the events they were more confident that they experienced the events.

Question: What can cause a person to have fake memories?
Answer: repeatedly imagine actions that they have never performed or events that they have never experienced

Question: Who performed a study that showed the similarirty of imaginging doing something and then later remembering actually doing that task?
Answer: Goff and Roediger

Question: What did a similar study done by Garry find?
Answer: researchers found that one-fourth of the students asked to imagine the four events reported that they had actually experienced such events as children

Question: What did Goff and Roediger ask people to do in 1996?

Question: What can cause a person to have fake senses?

Question: What did a similar study done by Gary Goff find?

Question: What happens when people are not asked to imagine events?

Question: Who asked students how uncertain they were that they experienced events?
Memory

Although people often think that memory operates like recording equipment, it is not the case. The molecular mechanisms underlying the induction and maintenance of memory are very dynamic and comprise distinct phases covering a time window from seconds to even a lifetime. In fact, research has revealed that our memories are constructed. People can construct their memories when they encode them and/or when they recall them. To illustrate, consider a classic study conducted by Elizabeth Loftus and John Palmer (1974) in which people were instructed to watch a film of a traffic accident and then asked about what they saw. The researchers found that the people who were asked, "How fast were the cars going when they smashed into each other?" gave higher estimates than those who were asked, "How fast were the cars going when they hit each other?" Furthermore, when asked a week later whether they have seen broken glass in the film, those who had been asked the question with smashed were twice more likely to report that they have seen broken glass than those who had been asked the question with hit. There was no broken glass depicted in the film. Thus, the wording of the questions distorted viewers’ memories of the event. Importantly, the wording of the question led people to construct different memories of the event – those who were asked the question with smashed recalled a more serious car accident than they had actually seen. The findings of this experiment were replicated around the world, and researchers consistently demonstrated that when people were provided with misleading information they tended to misremember, a phenomenon known as the misinformation effect.

Question: What has research shown about our memories?
Answer: our memories are constructed

Question: How does a person build their memories?
Answer: when they encode them and/or when they recall them.

Question: What did a study done by Elizabeth Loftus and John palmer show?
Answer: that when people were provided with misleading information they tended to misremember, a phenomenon known as the misinformation effect.

Question: In their study what did people say they say when they really hadn't due to having the word "smashed" inserted into the question?
Answer: broken glass

Question: What has research not shown about our memories?

Question: How does a person build their confidence?

Question: What did a study done by John Loftus and Elizabeth Palmer show?

Question: Who conducted a study in 1794?

Question: What is known as the information effect?
Memory

Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.

Question: What is the most widely used way in learing?
Answer: Rote learning

Question: What does memorization mean?
Answer: a method of learning that allows an individual to recall information verbatim

Question: What learning tool did Cosmos rosselliius write about?
Answer: using visual alphabets.

Question: What is the spacing effect?
Answer: shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time

Question: What is the Zeigarnik effect?
Answer: states that people remember uncompleted or interrupted tasks better than completed ones.

Question: What is the least widely used way in learning?

Question: What does memorization not mean?

Question: What learning tool did Cosmo Kramer write about?

Question: What is the Cosmos effect?

Question: What uses non-spatial memory to memorize spatial information?
Multiracial_American

In 1790, the first federal population census was taken in the United States. Enumerators were instructed to classify free residents as white or "other." Only the heads of households were identified by name in the federal census until 1850. Native Americans were included among "Other;" in later censuses, they were included as "Free people of color" if they were not living on Indian reservations. Slaves were counted separately from free persons in all the censuses until the Civil War and end of slavery. In later censuses, people of African descent were classified by appearance as mulatto (which recognized visible European ancestry in addition to African) or black.

Question: When was the first federal population census taken in the US?
Answer: 1790

Question: What were the two categories for race in the census?
Answer: white or "other."

Question: Who all was identified by name in the house holds?
Answer: Only the heads of households

Question: What were Indians categorized as after they were included as others?
Answer: "Free people of color"

Question: When was the first US federal population census taken?
Answer: In 1790, the first federal population census was taken in the United States

Question: How were enumerators instructed to classify residents?
Answer: . Enumerators were instructed to classify free residents as white or "other."

Question: Was every resident listed by name?
Answer: Only the heads of households were identified by name in the federal census until 1850.

Question: Were all residents counted together or separately?
Answer: Slaves were counted separately from free persons

Question: when did any changes to counting procedures  happen?
Answer: until the Civil War and end of slavery.

Question: When did the US begin to take census?
Answer: 1790

Question: At what point were all members of the household named on a census?
Answer: 1850

Question: Who were considered "free people of color"?
Answer: Native Americans

Question: What does mulatto mean?
Answer: visible European ancestry in addition to African

Question: Where would a Native American live to not be counted in the census?
Answer: Indian reservations

Question: What year was the last federal population census taken in the United States?

Question: What was first taken in England in 1790?

Question: What were native Americans classified as if they were living on an Indian reservation?

Question: Who was identified by name in the federal census after 1850?

Question: How were people of Asian descent classified by in later censuses?
Multiracial_American

By 1990, the Census Bureau included more than a dozen ethnic/racial categories on the census, reflecting not only changing social ideas about ethnicity, but the wide variety of immigrants who had come to reside in the United States due to changing historical forces and new immigration laws in the 1960s. With a changing society, more citizens have begun to press for acknowledging multiracial ancestry. The Census Bureau changed its data collection by allowing people to self-identify as more than one ethnicity. Some ethnic groups are concerned about the potential political and economic effects, as federal assistance to historically underserved groups has depended on Census data. According to the Census Bureau, as of 2002, over 75% of all African Americans had multiracial ancestries.

Question: The Census Bureau had gone from two categories to how many by the 1990s?
Answer: more than a dozen

Question: Why were there more immigrants in the US?
Answer: due to changing historical forces and new immigration laws in the 1960s

Question: How had the Census Bureau changed its collection of data?
Answer: allowing people to self-identify as more than one ethnicity

Question: What is one of the many outcomes of the Census data?
Answer: federal assistance

Question: By 2002, what percent of African Americans had multiracial ancestries?
Answer: over 75%

Question: How many different ethnic categories were listed on the modern census?
Answer: By 1990, the Census Bureau included more than a dozen ethnic/racial categories on the census,

Question: Can people self identify as more than one ethnicity on the US census currently?
Answer: The Census Bureau changed its data collection by allowing people to self-identify as more than one ethnicity

Question: About how many African American have multiracial ancestries
Answer: According to the Census Bureau, as of 2002, over 75% of all African Americans had multiracial ancestries.

Question: Do some ethnic groups have concerns about census changes?
Answer: Some ethnic groups are concerned about the potential political and economic effects, as

Question: How is some federal assistance allocated to certain groups?
Answer: federal assistance to historically underserved groups has depended on Census data

Question: Twelve or more categories for race and ethnicity were in the Census by when?
Answer: 1990

Question: When did laws allow for more immigrants?
Answer: in the 1960s

Question: How many African Americans identify as multiracial on the Census of 2002?
Answer: over 75%

Question: What type of federal assistance depends on Census data?
Answer: assistance to historically underserved groups

Question: How many ethnic/racial categories were on the census in 1980?

Question: Who had come to reside in the United States due to new immigration laws in the 1940s?

Question: When did the United States end the new immigration laws?

Question: What percentage of white americans had multiracial ancestries?

Question: What kind of federal assistance does not depend on census data?
Multiracial_American

Americans with Sub-Saharan African ancestry for historical reasons: slavery, partus sequitur ventrem, one-eighth law, the one-drop rule of 20th-century legislation, have frequently been classified as black (historically) or African American, even if they have significant European American or Native American ancestry. As slavery became a racial caste, those who were enslaved and others of any African ancestry were classified by what is termed "hypodescent" according to the lower status ethnic group. Many of majority European ancestry and appearance "married white" and assimilated into white society for its social and economic advantages, such as generations of families identified as Melungeons, now generally classified as white but demonstrated genetically to be of European and sub-Saharan African ancestry.

Question: Americans with African ancestry have always been classified as what race?
Answer: black (historically) or African American

Question: What were slaves and others of African ancestry classified by what term?
Answer: hypodescent

Question: Melungeons are generally classified as white but what are they genetically what other races?
Answer: European and sub-Saharan African ancestry

Question: What did many with European ancetry "marry white" and want to be part of the white society?
Answer: for its social and economic advantages

Question: Which Americans have been historically classified as African American or black?
Answer: Americans with Sub-Saharan African ancestry

Question: What caused lower classification status for African Americans?
Answer: slavery became a racial caste

Question: How did many multiracial Americans attain social and economic advantages?
Answer: Many of majority European ancestry and appearance "married white" and assimilated into white society

Question: What is the group called who are genetically sub Saharan and European but are classified as white?
Answer: Melungeons,

Question: What are some historical reasons multiracial Americans have been classified as black?
Answer: slavery, partus sequitur ventrem, one-eighth law, the one-drop rule of 20th-century legislation

Question: What is Melungeon?
Answer: genetically to be of European and sub-Saharan African ancestry.

Question: What does it mean to have "marred white"?
Answer: assimilated into white society

Question: What were slaves and Africans classified by?
Answer: hypodescent

Question: What were those with Sub-Saharan African ancestory classified as?
Answer: black (historically) or African American

Question: Who has frequently been classified as Hispanic?

Question: What were people of European ancestry classified by?

Question: What kind of people assimilated into black society?

Question: Why did people choose not to assimilate into white society?

Question: What families have been demonstrated genetically to be of Asian and African ancestry?
Multiracial_American

Anti-miscegenation laws were passed in most states during the 18th, 19th and early 20th centuries, but this did not prevent white slaveholders, their sons, or other powerful white men from taking slave women as concubines and having multiracial children with them. In California and the western US, there were greater numbers of Latino and Asian residents. These were prohibited from official relationships with whites. White legislators passed laws prohibiting marriage between European and Asian Americans until the 1950s.

Question: What were put in place to prevent the mix of races?
Answer: Anti-miscegenation laws

Question: Why did the anti-miscegenation not insure that there was no interracial mixing?
Answer: white men from taking slave women as concubines and having multiracial children with them

Question: Where was there greater numbers of Latinos and Asian residents?
Answer: In California and the western US

Question: What races were prohibited from official relationships with whites?
Answer: Latino and Asian residents

Question: When were the laws against marriage between Asians and Europeans lifted?
Answer: 1950s

Question: When were anti-miscegenation laws passed?
Answer: Anti-miscegenation laws were passed in most states during the 18th, 19th and early 20th centuries

Question: Did these laws change behavior of white slaveholders and other powerful white men?
Answer: this did not prevent white slaveholders, their sons, or other powerful white men from taking slave women as concubines

Question: Which region has greater numbers of Latino and Asian residents?
Answer: In California and the western US,

Question: Were there any laws against marriage between whites and Asians in the US?
Answer: White legislators passed laws prohibiting marriage between European and Asian Americans until the 1950s.

Question: Were Latino residents also prohibited from marrying whites? 
Answer: were prohibited from official relationships with whites.

Question: In the western US, who were not allowed to have relationships with whites?
Answer: Latino and Asian residents

Question: When did laws stop banning marriage between whites and asians?
Answer: the 1950s

Question: Who were taking slaves as concubines?
Answer: white slaveholders, their sons, or other powerful white men

Question: What laws were passed in the 21st century?

Question: Who refused to take slave women as concubines?

Question: Where in the US were there smaller numbers of Asian and Latino residents?

Question: Who was permitted to have official relationships with whites?

Question: What was prohibited after the 1950s?
Multiracial_American

After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.

Question: When did the numbers of free people of color increase dramatically?
Answer: After the American Revolutionary War

Question: How were the laws in New York abolished?
Answer: in programs of gradual emancipation

Question: How long did it take for states like New York to abolish all slave laws?
Answer: more than two decades to be completed

Question: Who in the south were urging their churches to free their slaves in the south?
Answer: Quaker and Methodist preachers

Question: When were the last slaves freed in New York state?
Answer: The last slaves in New York were not freed until 1827.

Question: Who implored slaveholders to free their slaves?
Answer: Quaker and Methodist preachers in the South urged slaveholders to free their slaves

Question: What caused many slaveholder to free their slaves?
Answer: Revolutionary ideals led many men to free their slaves

Question: How much did the percentage of free people in the South change from 1782 to 1810?
Answer: the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.

Question: When did the number of free people of color begin to increase in the North and South?
Answer: After the American Revolutionary War

Question: What is it called when it takes several years for slaves to be freed in a program?
Answer: gradual emancipation

Question: The last slave in New York was freed when?
Answer: 1827

Question: What caused Quaker and Methodist preachers to want to free slaves?
Answer: Second Great Awakening

Question: In 1810, how many black people were considered free?
Answer: nearly 10 percent

Question: What caused many men to free slaves from 1782 to 1810?
Answer: Revolutionary ideals

Question: What happened to the number of free people of color before the Revolutionary War?

Question: What did only a few northern states do?

Question: When were the first slaves in New York freed?

Question: Who urged slaveholders in the South not to free their slaves?

Question: What percentage of blacks in the south were free people of color after 1810?
Multiracial_American

In their attempt to ensure white supremacy decades after emancipation, in the early 20th century, most southern states created laws based on the one-drop rule, defining as black, persons with any known African ancestry. This was a stricter interpretation than what had prevailed in the 19th century; it ignored the many mixed families in the state and went against commonly accepted social rules of judging a person by appearance and association. Some courts called it "the traceable amount rule." Anthropologists called it an example of a hypodescent rule, meaning that racially mixed persons were assigned the status of the socially subordinate group.

Question: What is the one-drop rule?
Answer: defining as black, persons with any known African ancestry

Question: What did some courts call the one-drop rule?
Answer: "the traceable amount rule."

Question: What is a hypodesecnt rule?
Answer: meaning that racially mixed persons were assigned the status of the socially subordinate group

Question: When was the one-drop rule in effect?
Answer: in the early 20th century

Question: What is the one-drop rule?
Answer: black, persons with any known African ancestry.

Question: What is the hypodescent rule?
Answer: racially mixed persons were assigned the status of the socially subordinate group.

Question: Why were laws like the one drop rule enacted?
Answer: In their attempt to ensure white supremacy decades after emancipation

Question: What made the one drop rule stricter than rules in the 19th century?
Answer: it ignored the many mixed families in the state and went against commonly accepted social rules of judging a person by appearance and association.

Question: In the early 1900s, what was did black mean in southern states?
Answer: persons with any known African ancestry

Question: Prior to the 1900s, what was the socially accepted rule for racial interpretation?
Answer: judging a person by appearance and association.

Question: What rule means multiracial people are given status of the socially subordinate group?
Answer: a hypodescent rule

Question: What was the rule used in law in the 1900s called?
Answer: the one-drop rule

Question: What was the rule in the 1800s called?
Answer: the traceable amount rule

Question: What did southern states do to stop white supremacy?

Question: What laws did the northern states create in the early 20th century?

Question: What did the one-drop rule define as white?

Question: What was not a name that was used for the one-drop rule?

Question: What kind of rule did lawyers say the one-drop rule was an example of?
Multiracial_American

The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955–1968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.

Question: What occured from 1955 to 1968?
Answer: The African-American Civil Rights Movement

Question: How much of the population identified as mixed race in the 2000s?
Answer: less than 5%

Question: What is race sometimes seen as?
Answer: a social construct

Question: Who are descendents of various culturally distinct groups?
Answer: The American people

Question: What does affect recent identification in many cases?
Answer: mixed racial ancestry

Question: What are the English people mostly descendants of?

Question: When did the Hispanic Civil Rights Movement occur?

Question: How much of the population identified as multiracial before the 2000s?

Question: What is race not acknowledged as?

Question: What did social movements from before the mid-twentieth century work to achieve?