how much we can remember\nhow can we increase the processing speed of brain\nhow neurons store information\nhow to train the brain for a better performance
119575
Short-term memory: 7 ± 3 chunks of information\n\nLong-term memory: 10^13 - 10^20 bytes (usually assumed 10^17 bytes) but for a human lifetime essentially infinite\n\nProcessing speed: 10^16 operations/second\n\nMemorization: The processes involved are not well understood.\n\nHuman Enhancement:  See the articles on"Human Enhancement" and "Transhumanism" on Wikipedia
64820
I make a list of the facts I want to learn. You have four senses you can use to learn these facts. Hearing, sight, memory, and concentration.  If you can use all four you will learn the facts more rapidly because they all use different parts of the brain.  \n\nBy looking at the fact and saying it to yourself, shutting your eye and trying to visualise it in your mind and then writing it on a sheet of paper it will help you to remember it.  \n\nThen make up a hypothetical test of these facts, set it aside for a few minutes and then try to answer the questions.
675828
I think you would do well to look a while at this excellent - but - simpliefied source on neuroscience:\n\nhttp://faculty.washington.edu/chudler/introb.html
38593
The function of optimizing neural paths in the brain is simply to reduce workload on the brain when we need it. When a lot of things happen at once and we need to take a quick and good action, you don't want too much of the brain to be occupied with other things. So it's logical to assume that it optimizes itself. We use a lot more of the brain when we learn new things, and learning in itself increases intellect. The brain gets better at optimizing, but also at using learning processes and adapting view points, or using the body. I would think that the statement merely talks about normal activity not use.
568654
If you want to train your memory you can use things like peg words and word association in a manner that your memory is forced to work.  There is NOT enough room here to offer everything but I have a memory course which I bought a long time ago that teaches you how to associate things in a funny or violent or zany or sexual manner to remember them.  The theory behind this is that this is what the mind seems to keep as the deepest or most intense of memories.  Also, using sounds to match the numbers 0 to 9 can allow you to remember things like dates and lists and so on.  ONCE you do these training excersises you not only have a few good memory techniques, but your mind actually improves as per its memory because you are "using it" or "excercizing" it. Incidently, if you are wondering about Ginko Biloba or other herbs, there is little evidence to show that this helps the mind - and it is expensive.  If it were cheap, I would say go for it.  Apparently eating fish helps because of the vitamin and mineral and fatty acids in fish.  You should look up health FOOD and MEMORY to see what FOOD (not supplements so to speak) helps keep the brain or mind healthy.
391522
Study longer and harder , so you will be able to remember important things. That should improve your grades.
161053
yes,\nThe more quicker they mind starts to establish, the more they have good mind and more independant they will be. and more advance the knowlegde will be.\nThe more you use brain the more learn it.\nChild learning is very very very important.
85108
Did you ever stop to think, maybe it isn't microprocessors that are the next step in evolution, but plastics. Our brains are supposed to have 100 billion neurons. We could make a plastic structure with 100 billion interconections (cross-linked polymer molecules) a lot sooner than a chip with 100 billion transistors. So, be nice to plastics-- they might be throwing us out tomorrow.
11843
Current estimates of brain capacity range from 1 to 1000 terabytes! *terabyte is a 1000 gigabytes\n  \n"Robert Birge (Syracuse University) who studies the storage of data in\nproteins, estimated in 1996 that the memory capacity of the brain was\nbetween one and ten terabytes, with a most likely value of 3\nterabytes. Such estimates are generally based on counting neurons and\nassuming each neuron holds 1 bit. Bear in mind that the brain has\nbetter algorithms for compressing certain types of information than\ncomputers do."
157127
I read somewhere that your neurons in your brain fire, and register the information, then they fire again, registering the same information milliseconds later.  Your brain interprets this as a faint memory.
323156
Remembering lots of information for a short period of time is something that most of us will remember when it came to our exams - whether past, present or future.\n\nSome people are much better than others at this and it seems it is innate, or so we believe.\n\nBut in fact some people just naturally use the best technique that is more effective than that used by others. Here is the best technique for this type of learning:\n\nFirst, never study for more than 20 minutes at a time. Do 20 minutes then a 5 minute break.\n\nAfter that break, think back and review what you learnt - that's the key step that really helps cement the key ideas in your mind, without that step your learning becomes much less effective.
216004
Bird < human. The cerebrum is related to higher level processing. Humans have more cognitive abilities than birds, hence more cerebrum
206953
I wrote an Essay to define "What is Truth?" and "Why did God create man?" In order to do that, I had to define the terms you are seeking: the ability to store knowledge, process it, and act on it. Only the first two or three pages relate directly to your question, but I think you will be interested in the entirety of it.\n\nEssay\nWe must distinguish between “knowing” and having information. “Knowing” is having direct experience of reality, while “being informed,” is having definitions, descriptions, names and narratives. Knowing vs. being informed are direct antagonists of each other. Knowing is a process that begins in the visual processing of the right side of the brain and culminates in the unification of reality and the two brain hemispheres, while becoming informed takes place in the left side of the brain and culminates in the total separation of reality and the two hemispheres of the brain.\n\nThe left side of the brain breaks up the world into finite components and time sequences, and the other, the right side of the brain, focuses on the unity of things in the world. The left hemisphere is the intellectual, syllogistic logical faculty that we measure through IQ tests, which excels in communicating finite concrete ideas, in addition to the definitions and descriptions that makes up the technological processes (chemistry, mathematics).\n\nBut not everything in the world fits neatly into definitions, descriptions and linear logic. Therein lies the problem with predominantly left-brained people, and Western civilization in general, who try to use this faculty to communicate all realities. This problem is compounded by the ingrained belief of most people that information is knowledge. And worse when we try to understand ourselves.\n\n“Know thyself,” they say. But what is real? What is the truth? \n\nWe perceive the world through our faculty of consciousness, i.e., we perceive thoughts, feelings, physical forces and objects through our consciousness. But consciousness exists apart from the things we are conscious of. We are aware of thoughts and feelings, but these were not generated “consciously.” Neither is consciousness an entity (as is usually taught).\n\nWe are also taught that “will” is a separate entity, but it is not, neither separate nor an entity. Consciousness and the will are opposite polarities (passive and active) of the same function. They are not really separate. They\nare two parts of the same thing, so I shall heretofore refer to them as “consciousness/will,” or simply “C/W.” As two parts of the same thing, they act in concert together. But the will also exists apart from the functions it sanctions, initiates, selects, controls, or suppresses.\n\nWe have verbal and graphic thoughts, but we also have a “thought generator, that throws thoughts into the sphere of consciousness, but functions outside and independent of the will. This is the mind.\n\nWe also have feelings, emotions and sensations, but also a “feelings generator” (incorrectly labeled as our soul). The generator of thoughts, emotions, and sensations is one and the same. But we have no perception of its existence and activity. Something (this thing) is working outside our sphere of consciousness that is guiding our physiological, mental, sensual, and emotional functions. This hidden, subconscious, or unconscious agent is called the spirit, the psyche, or soul.\n\nMost people describe themselves with their habitual pattern of thought and emotional responses to events. And too, most people identify themselves as the thought generator (their minds) and its contents (their beliefs).\n\nThis misunderstanding is responsible for the impossibility to “Know thyself.” I have already described a hidden aspect of our selves which we share with God. Our soul or spirit is intended to be shared by God, and carries a designed and specific function. \n\nThe consciousness/will, or C/W, are the indicator
579957
i believe it is possible. we use less than 10 % of our brain. it is believed that if we could use more then we could fly, move things with our minds, and read peoples thoughts.
453974
tough questions... here is an explanation of part of your questions:\n\nA number of physiological mechanisms appear to be involved in the formation of memories, and the mechanisms may differ for short-term and long-term memory. There is both direct and indirect evidence suggesting that short-term memory involves the temporary circulation of electrical impulses around complex loops of interconnected neurons. A number of indirect lines of research indicate that short-term memories are eradicated by any event that either suppresses neural activity (for example, a blow to the head or heavy anesthesia) or causes neurons to fire incoherently (for example, electroconvulsive shock). More direct support for the electric circuit model of short-term memory comes from observing electrical brain activity. By implanting electrodes in the brain of experimental animals, researchers have observed that changes in what an animal is watching are associated with different patterns of circulating electrical activity in the brain. These results suggest that different short-term memories may be represented by different electrical patterns. However, the nature of these patterns is not well understood. \n\nLong-term memories appear to involve some type of permanent structural or chemical change in the composition of the brain. This conclusion is derived both from general observations of the imperviousness of long-term memories and from physiological studies indicating specific changes in brain composition. Even in acute cases of amnesia where massive deficits in long-term memory are reported, often, with time, all long-term memories return. Similarly, although electroconvulsive therapy is known to eliminate recent short-term memories, it has practically no effect on memories for events occurring more than an hour prior to shocking. Thus the transfer from a fragile short-term memory to a relatively solid long-term memory occurs within an hour. This process is sometimes called consolidation. \n\nThe nature of the “solid” changes associated with long-term memories appears to involve alterations in both the structural (neural connections) and chemical composition of the brain. One study compared the brains of rats that had lived either in enriched environments with lots of toys or in impoverished environments with only an empty cage. The cerebral cortices of the brains of the rats from the enriched environment were thicker, heavier, endowed with more blood vessels, and contained significantly greater amounts of certain brain chemicals (such as the neurotransmitter acetylcholine). Other researchers have observed that brief, high-frequency stimulation of a neuron can produce long-lasting changes in the neuron's communications across synapses.\n\nResearchers believe that different brain structures may be involved in the formation and storage of long-term memories. The hippocampus, thalamus, and amygdala are believed to be critical in the formation of long-term memories. Individuals who have had damage to these structures are able to recall memories prior to the damage, indicating that long-term memory storage is intact; however, they are unable to form new long-term memories, indicating that the long-term memory formation process has been disrupted. It is not known where long-term memories are stored, but they may be localized in the same areas of the brain that participated in the actual learning.
89786
Memory is the ability of the brain to store, retain, and subsequently recall information. Although traditional studies of memory began in the realms of philosophy, the late nineteenth and early twentieth century put memory within the paradigms of cognitive psychology. In the recent decades, it has become one of the principal pillars of a new branch of science that represents a marriage between cognitive psychology and neuroscience, called cognitive neuroscience.\n\nThere are several ways of classifying memories, based on duration, nature and retrieval of information. From an information processing perspective there are three main stages in the formation and retrieval of memory:\n\nEncoding (processing and combining of received information) \nStorage (creation of a permanent record of the encoded information) \nRetrieval/Recall (calling back the stored information in response to some cue for use in some process or activity) \nLong-term memory can be divided into declarative (explicit) and procedural (implicit) memories.\n\nDeclarative memory requires conscious recall, in that some conscious process must call back the information. It is sometimes called explicit memory, since it consists of information that is explicitly stored and retrieved.\n\nDeclarative memory can be further sub-divided into semantic memory, which concerns facts taken independent of context; and episodic memory, which concerns information specific to a particular context, such as a time and place. Semantic memory allows the encoding of abstract knowledge about the world, such as "Paris is the capital of France". Episodic memory, on the other hand, is used for more personal memories, such as the sensations, emotions, and personal associations of a particular place or time. Autobiographical memory - memory for particular events within one's own life - is generally viewed as either equivalent to, or a subset of, episodic memory. Visual memory is part of memory preserving some characteristics of our senses pertaining to visual experience. We are able to place in memory information that resembles objects, places, animals or people in sort of a mental image. Visual memory can result in priming and it is assumed some kind of perceptual representational system or PRS underlies this phenomenon. [1]\n\nVisual memory is a part of memory preserving some characteristics of our senses pertaining to visual experience. We are able to place in memory information that resembles objects, places, animals or people in sort of a mental image. Some authors refer to this experience as an “our mind's eye” through which we can retrieve from our memory a mental image of the original object, place, animal or person.\n\nThe first scientist to give serious consideration to visual imagery was Sir Francis Galton (1822-1911) in the field of individual differences. In his research Galton asked his subjects to describe and rate their visual images on vividness. He was able to demonstrate a wide range of clarity, ranging from vivid mental images to none among his test subjects (Galton, 1883).\n\nSince this way of judging mental image has very little scientific objectivity, psychologists devised more objective ways of evaluating mental images, based on how much information can be retrieved from them. Overall, there are not conclusive data that would support any benefits from visual mnemonics (Baddeley, 1976).
637516
That 10% story has fallen to Urban Myth status.  New medical imaging techniques can now show which parts of the brain are in use during particular functions, such as speaking, reading, listening to music, etc.  Turns out that your brain uses many differnt parts to do most functions, but certiain functions TEND to concentrate in particular areas.\n\nWhat remains of the myth, though, may actually help understand what I said in the last paragraph.  Many people who have hade severe brain damage and loss of many functions, can sometimes regain at least some ot those functions when the brain learns to use other, undamaged parts to do what the damaged parts used to.\n\nYeah, a vital organ.  An artificial heart can keep a person going, but with no brain, even a beating heart runs in an empty shell.