sentence-transformers/squad huggingface dataset:
Passage: 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: What diseases can have a major imact on memory?

Question: What is Korsakoff's syndrome?

Question: Is amnesia only seen in one form?

Question: What happens to a person whose autobiographic memory is damaged?
Passage: 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?

Question: Is a child who excercies likely to perform better in school?

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

Question: What type of excercise has shown the best benefit for the brain?
Passage: 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: In their study what was the relationship that both groups shared?

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

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

Question: In Schwabe and wolfs study what where particpants asked to memorize?
Passage: 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?
Passage: 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: What did a study done by Elizabeth Loftus and John palmer show?

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?
Passage: 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?

Question: What is the Zeigarnik effect?

Question: What does memorization mean?

Question: What learning tool did Cosmos rosselliius write about?

Question: What is the spacing effect?
Passage: 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?

Question: What were the two categories for race in the census?

Question: Who all was identified by name in the house holds?

Question: What were Indians categorized as after they were included as others?

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

Question: How were enumerators instructed to classify residents?

Question: Was every resident listed by name?

Question: when did any changes to counting procedures happen?

Question: Were all residents counted together or separately?

Question: When did the US begin to take census?

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

Question: What does mulatto mean?

Question: Who were considered "free people of color"?

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

Question: By 2002, what percent of African Americans had multiracial ancestries?

Question: Why were there more immigrants in the US?

Question: How had the Census Bureau changed its collection of data?

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

Question: How many different ethnic categories were listed on the modern census?

Question: Can people self identify as more than one ethnicity on the US census currently?

Question: About how many African American have multiracial ancestries

Question: Do some ethnic groups have concerns about census changes?

Question: How is some federal assistance allocated to certain groups?

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

Question: When did laws allow for more immigrants?

Question: How many African Americans identify as multiracial on the Census of 2002?

Question: What type of federal assistance depends on Census data?
Passage: 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?

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

Question: Melungeons are generally classified as white but what are they genetically what other races?

Question: What did many with European ancetry "marry white" and want to be part of the white society?

Question: Which Americans have been historically classified as African American or black?

Question: What caused lower classification status for African Americans?

Question: How did many multiracial Americans attain social and economic advantages?

Question: What are some historical reasons multiracial Americans have been classified as black?

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

Question: What is Melungeon?

Question: What does it mean to have "marred white"?

Question: What were those with Sub-Saharan African ancestory classified as?

Question: What were slaves and Africans classified by?
Passage: 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: What is the effect of there no longer being a stigma on interracial marriage?

Question: What has caused more people of mixed races to the US?

Question: When was there a period of formal racial segregation?

Question: Who was elected and was the first multiracial president of the United States?

Question: Why were Americans allowed to start checking more than one box to identify their race in the Census in 200?

Question: Who was the first multiracial president elected in the US

Question: When did the US begin to experience a growing multiracial identity movement?

Question: Who are "mestizos"?

Question: When did the US census start to allow residents to mark more than one ethno-racial identity on the census form?

Question: What has brought more mixed race people to the US?

Question: What was it once considered socially advantageous to do?

Question: What is an example of the multiracial identity movement at work?

Question: What does the first multiracial president identify as?

Question: When did the census begin allowing multiple boxes to be checked?

Question: When was an African American president elected?
Passage: 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: 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: When were the laws against marriage between Asians and Europeans lifted?

Question: What races were prohibited from official relationships with whites?

Question: When were anti-miscegenation laws passed?

Question: Were Latino residents also prohibited from marrying whites?

Question: Did these laws change behavior of white slaveholders and other powerful white men?

Question: Which region has greater numbers of Latino and Asian residents?

Question: Were there any laws against marriage between whites and Asians in the US?

Question: In the western US, who were not allowed to have relationships with whites?

Question: When did laws stop banning marriage between whites and asians?

Question: Who were taking slaves as concubines?
Passage: 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: How were the laws in New York abolished?

Question: How long did it take for states like New York to abolish all slave laws?

Question: Who in the south were urging their churches to free their slaves in the south?

Question: When were the last slaves freed in New York state?

Question: When did the number of free people of color begin to increase in the North and South?

Question: Who implored slaveholders to free their slaves?

Question: What caused many slaveholder to free their slaves?

Question: How much did the percentage of free people in the South change from 1782 to 1810?

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

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

Question: What caused Quaker and Methodist preachers to want to free slaves?

Question: In 1810, how many black people were considered free?

Question: What caused many men to free slaves from 1782 to 1810?
Passage: 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?

Question: What did some courts call the one-drop rule?

Question: What is a hypodesecnt rule?

Question: When was the one-drop rule in effect?

Question: What is the one-drop rule?

Question: What is the hypodescent rule?

Question: Why were laws like the one drop rule enacted?

Question: What made the one drop rule stricter than rules in the 19th century?

Question: In the early 1900s, what was did black mean in southern states?

Question: Prior to the 1900s, what was the socially accepted rule for racial interpretation?

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

Question: What was the rule used in law in the 1900s called?

Question: What was the rule in the 1800s called?
Passage: Multiracial Americans are Americans who have mixed ancestry of "two or more races". The term may also include Americans of mixed-race ancestry who self-identify with just one group culturally and socially (cf. the one-drop rule). In the 2010 US census, approximately 9 million individuals, or 2.9% of the population, self-identified as multiracial. There is evidence that an accounting by genetic ancestry would produce a higher number, but people live according to social and cultural identities, not DNA. Historical reasons, including slavery creating a racial caste and the European-American suppression of Native Americans, often led people to identify or be classified by only one ethnicity, generally that of the culture in which they were raised. Prior to the mid-20th century, many people hid their multiracial heritage because of racial discrimination against minorities. While many Americans may be biologically multiracial, they often do not know it or do not identify so culturally, any more than they maintain all the differing traditions of a variety of national ancestries.

Question: Approximentally how many Americans identified themselves as multiracial in the 2010 US census?

Question: Why did muticultural Americans hid their heritage?

Question: Before the mid-20th century were people open about their muticultural heritage and why or why not?

Question: Are all muticultural Americans aware of their cultural heritage?

Question: What is the accepted definition of "multicultural" ancestry?

Question: Approximentally how many Americans identified themselves as multiracial in the 2010 US census?

Question: What is the accepted definition of "multicultural" ancestry?

Question: Why did muticultural Americans hid their heritage?

Question: Which cultural do multicultural people usually identify with?

Question: Are all multicultural Americans aware of their heritage?

Question: What does it mean to be a mutliracial?

Question: How many multiracial people in the US were there in 2010?

Question: When did people stop hiding mutliracial heritage?

Question: What are people most likely to identify themselves as?

Question: Would DNA show a higher number or lower number of mutliracial people than those reported in the census?

Question: What does it mean to be a mutliracial?

Question: How many multiracial people in the US were there in 2010?

Question: When did people stop hiding mutliracial heritage?
Passage: 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?

Question: How much of the population identified as mixed race in the 2000s?

Question: What is race sometimes seen as?

Question: Who are descendents of various culturally distinct groups?

Question: What does affect recent identification in many cases?