yz2022/T2P-DownstreamNLP huggingface dataset:
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
Seattle

The city has started moving away from the automobile and towards mass transit. From 2004 to 2009, the annual number of unlinked public transportation trips increased by approximately 21%. In 2006, voters in King County passed proposition 2 (Transit Now) which increased bus service hours on high ridership routes and paid for five bus rapid transit lines called RapidRide. After rejecting a roads and transit measure in 2007, Seattle-area voters passed a transit only measure in 2008 to increase ST Express bus service, extend the Link Light Rail system, and expand and improve Sounder commuter rail service. A light rail line from downtown heading south to Sea-Tac Airport began service on December 19, 2009, giving the city its first rapid transit line with intermediate stations within the city limits. An extension north to the University of Washington is scheduled to open in 2016; and further extensions are planned to reach Lynnwood to the north, Des Moines to the south, and Bellevue and Redmond to the east by 2023. Former mayor Michael McGinn has supported building light rail from downtown to Ballard and West Seattle.

Question: From what kind of transportation has Seattle been moving away?
Answer: automobile
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: Do lifestyle changes definitely have an affect on long term memory?
Answer: it is therefore unclear if this intervention has lasting effects on memory.
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 changes can be linked to learning and memory?
Answer: neuronal synapses,
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: 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.
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
Memory

Cognitive neuroscientists consider memory as the retention, reactivation, and reconstruction of the experience-independent internal representation. The term of internal representation implies that such definition of memory contains two components: the expression of memory at the behavioral or conscious level, and the underpinning physical neural changes (Dudai 2007). The latter component is also called engram or memory traces (Semon 1904). Some neuroscientists and psychologists mistakenly equate the concept of engram and memory, broadly conceiving all persisting after-effects of experiences as memory; others argue against this notion that memory does not exist until it is revealed in behavior or thought (Moscovitch 2007).

Question: What do cognitive neuroscientists believe memory is?
Answer: the retention, reactivation, and reconstruction of the experience-independent internal representation

Question: What suggests that memory has two different components?
Answer: term of internal representation

Question: What showed that memory exists even before that memory is known to the person?
Answer: Moscovitch 2007
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: 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
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 is the hippocampus's relationship to memory?
Answer: believed to be involved in spatial learning and declarative learning
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: 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
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 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 learning tool did Cosmos rosselliius write about?
Answer: using visual alphabets.
Memory

Cognitive neuroscientists consider memory as the retention, reactivation, and reconstruction of the experience-independent internal representation. The term of internal representation implies that such definition of memory contains two components: the expression of memory at the behavioral or conscious level, and the underpinning physical neural changes (Dudai 2007). The latter component is also called engram or memory traces (Semon 1904). Some neuroscientists and psychologists mistakenly equate the concept of engram and memory, broadly conceiving all persisting after-effects of experiences as memory; others argue against this notion that memory does not exist until it is revealed in behavior or thought (Moscovitch 2007).

Question: What is an engram trace?
Answer: the underpinning physical neural changes
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,
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.
Seattle

The city has started moving away from the automobile and towards mass transit. From 2004 to 2009, the annual number of unlinked public transportation trips increased by approximately 21%. In 2006, voters in King County passed proposition 2 (Transit Now) which increased bus service hours on high ridership routes and paid for five bus rapid transit lines called RapidRide. After rejecting a roads and transit measure in 2007, Seattle-area voters passed a transit only measure in 2008 to increase ST Express bus service, extend the Link Light Rail system, and expand and improve Sounder commuter rail service. A light rail line from downtown heading south to Sea-Tac Airport began service on December 19, 2009, giving the city its first rapid transit line with intermediate stations within the city limits. An extension north to the University of Washington is scheduled to open in 2016; and further extensions are planned to reach Lynnwood to the north, Des Moines to the south, and Bellevue and Redmond to the east by 2023. Former mayor Michael McGinn has supported building light rail from downtown to Ballard and West Seattle.

Question: Which former mayor backed the expansion of rail lines from downtown to Ballard?
Answer: Michael McGinn
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 the scent of vanilla be used for?
Answer: strong cue for memory.

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