LSSU

1. Sleep, Distraction and
Short-term vs Longterm Memory
Barbara I. Evans, Ph.D.
School of Biological Sciences

2. Terry Doyle
• Great Lakes Conference on Teaching & Learning
– Session speaker
• Lilly Conference
College and University Teaching and Learning
– Plenary speaker
• Teaching has improved; graduation rates have not
– teachers are better, what wrong with the students?
• What is limiting student learning?

3. The Neuron

4. Synapses
• Response to stimuli
– Sensory:motor synapse
• Simple Reflexes
– monosynaptic
– or few interneurons
• Complex Behavior
– polysynaptic
– more complex wiring
– many more interneurons

6. Simple reflexes
• hard-wired
• ex. spinal reflexes
– no CNS processing
– knee-jerk response (patellar tendon reflex)

8. Complex behavior
• Depends on neural circuits
– between sensory (afferent) input
– and
– motor (efferent) output

11. But how do we learn?
• Key survival adaptation
• Learn to avoid danger
• Learn to find food

12. Classroom Learning
• May not be associated with these positive of
negative reinforcers
• How do we stimulate learning in the
classroom?

13. Memory
• Short-term
– Active memory
– 20-30 seconds
– Limited content (7 +/- 2 items)
• Longterm
– Indefinite storage
– Unlimited content
• Learning
– Short-term => longterm memory

14. Learning
• Ability to use information longterm
– With or without use
• Change in neural synapse response
– long-term potentiation
– following high frequency stimulation

16. Distraction
• Brain has a limited capacity for information
• Multi-tasking
– 92% of students multi-task
– decreases mental resources
– up to 50% increase in time to complete tasks
• Texting
– distraction from learning
– decrease in attention span
– phone addiction (246 checks/hr)

17. Sleep
• Why do we sleep?
– clears CSF neurotoxins, β-amyloid plaques
– consolidation/organization of new memories
• Sleep Deprivation
– decreased attention (brain is tired)
– #1 reason for flunking out of college
• Sleep after learning
– helps retain memory

18. How to Improve Long-term Learning
• Students need to be:
• Focused (limit distractions)
• Well-rested (7-9 hrs/night, or 90 min naps)
– no classes before 9am?
• Hydrated (dehydration impairs LTM)
• Properly fed (brain must have glucose)
• Moving (exercise)
– increases BDNF, neural connections
– decreases stress, increases ability to deal with it

19. Memorization vs Learning
• Should we only teach what they need to
remember
– or are capable of retaining?
• Should we give them opportunities/space to
rest throughout the day?
– napzones?