Lecture 3-1

According to the video, which one of the following choices best describes the immediate impact of
an act of procrastination on your brain.

When you procrastinate, you feel better--but only temporarily. In this, procrastination shares common features
with addiction.
Well done!

As the video so carefully described, procrastination makes your brain want to wiggle your toes. If you can
prevent your toes from wiggling, you can prevent procrastination.
Your brain shuts down and goes to sleep rather than avoid procrastination.

Lecture 3-2
What is one of your good habits? What is one of your bad habits that you would like to change?
Write your answer in the space below.

Lecture 3-3
In this video, we talked about the difference between PROCESS and PRODUCT. Can you think
of an example of a typical PROCESS and a typical PRODUCT related to something you are
learning? Write your thoughts in the box below.

Lecture 3-4
What is the most common cue that launches you into procrastination mode? Is there a way you
could avoid this without having to use a lot of willpower? Write your thoughts in the space below.

Lecture 3-5
Select the following true statements relating to procrastination:

Writing the next day's task list before you go to sleep will help you to be able to complete the items on your task
list the next day.
Well done!

If you don't write your tasks down in a list, they can lurk at the edge of the four or so slots in your working
memory, taking up valuable mental real estate.
Well done!

Planning your quitting time is as important as planning your working time.

Well done!

It's not important to take breaks--keeping your focus continuously on task is what's necessary.
Well done! No, this is not correct. However busy your life might be, try to squeeze a little break time in.

Lecture 3-6
Look away from the screen and see how many key ideas and concepts regarding procrastination that you
can recall. Remember that when you do this, you are deepening the neural pathways that relate to these
ideas, so that they will come to mind more easily later, when they are needed.

Lecture 3-7
What is a concept you're trying to learn in class, or a concept or series of ideas you've always
simply wanted to be able to remember? Can you think of an image that could help you to
encapsulate the concept or ideas in memory so that you can more readily call them to mind? Write
your thoughts in the box below.

Lecture 3-7A
Astrocytes are brain cells that

Provide nutrients to neurons

Well done!

Maintain extracullular (outside the cell) ion balance

Well done!

Are involved in repair after injury

Well done!

Have a role in learning

Well done!

Do NOT provide nutrients to neurons, as Dr. Sejnowski specifically noted

Well done!

Don't seem to be related at all to learning

Well done!

Damage to the hippocampus and its inputs, as with the patient HM, leads to:

Inability to store new long-term memories

Well done!

Enhanced ability to store new long-term memories

Increased dreaming, as Dr. Sejnowski specifically stated.

Lecture 3-8
Think of someplace you are very familiar with that you would like to use as your memory palace. Gradually
start placing items in it that you want to remember for the next time you go to the store. Write a brief, one
or two sentence description of your memory palace below?
Bonus question: How could you use the memory palace technique in relation to what you are currently
learning?

Lecture 3-9
Select the true statements below in relation to memory

One way to memorize more easily is to create meaningful groups that simplify the material.
Well done!

Long term memory is like a poor blackboard that quickly erases itself.
Well done! No, long term memory is like a storage warehouse.

Long term memory is like a storage warehouse

Well done!

Working memory is like a poor blackboard that quickly erases itself.

Well done!

Working memory is like a storage warehouse

Well done!

The funnier and more evocative the images you make related to what you are trying to remember, the better.
Well done!