derek-thomas/squad-v1.1-t5-question-generation huggingface dataset:
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? Question: What take place during SWS? Question: What does SWS stand for? Question: What is the role of the neocortex whe it relates to memory? Question: In studies what is a relationship between sleeping and learning?
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? Question: What can a person do to increase their brain efficiency? Question: In a study performed with 17 subjects, what relationship did healthy changes and brain efficiency have? Question: Do lifestyle changes definitely have an affect on long term 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? Question: Is amnesia only seen in one form? Question: What diseases can have a major imact on memory? Question: What happens to a person whose autobiographic memory is damaged? Question: What is Korsakoff's syndrome?
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: What type of excercise has shown the best benefit for the brain? Question: Does excersice have any role on cognitive brain function? Question: What positive things can happen to your brain when you excersise? Question: Is a child who excercies likely to perform better in school?
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? Question: What did a study performed by Schwabe and wolf show? Question: In Schwabe and wolfs study what where particpants asked to memorize? Question: What can the scent of vanilla be used for? Question: In their study what was the relationship that both groups shared?
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? Question: Who performed a study that showed the similarirty of imaginging doing something and then later remembering actually doing that task? Question: What did a similar study done by Garry find?
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? Question: How does a person build their memories? 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? Question: What did a study done by Elizabeth Loftus and John palmer show?
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 does memorization mean? Question: What is the most widely used way in learing? Question: What learning tool did Cosmos rosselliius write about? Question: What is the spacing effect? Question: What is the Zeigarnik effect?
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 US federal population census taken? Question: When was the first federal population census taken in the US? Question: When did the US begin to take census? Question: How were enumerators instructed to classify residents? Question: What were the two categories for race in the census? Question: Who all was identified by name in the house holds? Question: Was every resident listed by name? Question: At what point were all members of the household named on a census? Question: Who were considered "free people of color"? Question: What were Indians categorized as after they were included as others? Question: Where would a Native American live to not be counted in the census? Question: Were all residents counted together or separately? Question: when did any changes to counting procedures  happen? Question: What does mulatto mean?
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: How many different ethnic categories were listed on the modern census? Question: Twelve or more categories for race and ethnicity were in the Census by when? Question: The Census Bureau had gone from two categories to how many by the 1990s? Question: Why were there more immigrants in the US? Question: When did laws allow for more immigrants? Question: Can people self identify as more than one ethnicity on the US census currently? Question: How had the Census Bureau changed its collection of data? Question: Do some ethnic groups have concerns about census changes? Question: What is one of the many outcomes of the Census data? Question: How is some federal assistance allocated to certain groups? Question: What type of federal assistance depends on Census data? Question: About how many African American have multiracial ancestries Question: By 2002, what percent of African Americans had multiracial ancestries? Question: How many African Americans identify as multiracial on the Census of 2002?
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: Which Americans have been historically classified as African American or black? Question: What are some historical reasons multiracial Americans have been classified as black? Question: Americans with African ancestry have always been classified as what race? Question: What were those with Sub-Saharan African ancestory classified as? Question: What caused lower classification status for African Americans? Question: What were slaves and others of African ancestry classified by what term? Question: What were slaves and Africans classified by? Question: How did many multiracial Americans attain social and economic advantages? Question: What does it mean to have "marred white"? Question: What did many with European ancetry "marry white" and want to be part of the white society? Question: What is the group called who are genetically sub Saharan and European but are classified as white? Question: What is Melungeon? Question: Melungeons are generally classified as white but what are they genetically what other races?
After a lengthy period of formal racial segregation in the former Confederacy following the Reconstruction Era, and bans on interracial marriage in various parts of the country, more people are openly forming interracial unions. In addition, social conditions have changed and many multiracial people do not believe it is socially advantageous to try to "pass" as white. Diverse immigration has brought more mixed-race people into the United States, such as the large population of Hispanics identifying as mestizos. Since the 1980s, the United States has had a growing multiracial identity movement (cf. Loving Day). Because more Americans have insisted on being allowed to acknowledge their mixed racial origins, the 2000 census for the first time allowed residents to check more than one ethno-racial identity and thereby identify as multiracial. In 2008 Barack Obama was elected as the first multiracial President of the United States; he acknowledges both sides of his family and identifies as African American.

Question: When was there a period of formal racial segregation? Question: What is the effect of there no longer being a stigma on interracial marriage? Question: What was it once considered socially advantageous to do? Question: What has brought more mixed race people to the US? Question: What has caused more people of mixed races to the US? Question: Who are "mestizos"? Question: When did the US begin to experience a growing multiracial identity movement? Question: What is an example of the multiracial identity movement at work? Question: Why were Americans allowed to start checking more than one box to identify their race in the Census in 200? Question: When did the US census start to allow residents to mark more than one ethno-racial identity on the census form? Question: When did the census begin allowing multiple boxes to be checked? Question: Who was the first multiracial president elected in the US Question: When was an African American president elected? Question: Who was elected and was the first multiracial president of the United States? Question: What does the first multiracial president identify as?
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? Question: When were anti-miscegenation laws passed? Question: Did these laws change behavior of white slaveholders and other powerful white men? Question: Who were taking slaves as concubines? Question: Why did the anti-miscegenation not insure that there was no interracial mixing? Question: Where was there greater numbers of Latinos and Asian residents? Question: Which region has greater numbers of Latino and Asian residents? Question: What races were prohibited from official relationships with whites? Question: In the western US, who were not allowed to have relationships with whites? Question: Were Latino residents also prohibited from marrying whites? Question: Were there any laws against marriage between whites and Asians in the US? Question: When did laws stop banning marriage between whites and asians? Question: When were the laws against marriage between Asians and Europeans lifted?
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? Question: When did the number of free people of color begin to increase in the North and South? Question: How were the laws in New York abolished? Question: What is it called when it takes several years for slaves to be freed in a program? Question: How long did it take for states like New York to abolish all slave laws? Question: When were the last slaves freed in New York state? Question: The last slave in New York was freed when? Question: What caused Quaker and Methodist preachers to want to free slaves? Question: Who in the south were urging their churches to free their slaves in the south? Question: Who implored slaveholders to free their slaves? Question: What caused many slaveholder to free their slaves? Question: What caused many men to free slaves from 1782 to 1810? Question: How much did the percentage of free people in the South change from 1782 to 1810? Question: In 1810, how many black people were considered free?
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: Why were laws like the one drop rule enacted? Question: When was the one-drop rule in effect? Question: What was the rule used in law in the 1900s called? Question: What is the one-drop rule? Question: What is the one-drop rule? Question: In the early 1900s, what was did black mean in southern states? Question: What made the one drop rule stricter than rules in the 19th century? Question: Prior to the 1900s, what was the socially accepted rule for racial interpretation? Question: What did some courts call the one-drop rule? Question: What was the rule in the 1800s called? Question: What rule means multiracial people are given status of the socially subordinate group? Question: What is a hypodesecnt rule? Question: What is the hypodescent rule?