This is a YouTube channel with about three dozen short (15 min) talks about various topics related to learning and behavior or conditioning and learning. The talks cover the full range of topics typically included in a course on learning, including habituation, classical conditioning, instrumental conditioning, schedules of reinforcement, theories of reinforcement, behavioral economics, the Premack principle, extinction, stimulus control, and memory, The talks were written and delivered by Michael Domjan, Professor of Psychology at the University of Texas at Austin and are based on Domjan's popular textbooks, The Principles of Learning and Behavior (published by Cengage) and The Essentials of Conditioning and Learning (published by the American Psychological Association). The number of talks and range of topics is sufficient to make up all of the lectures needed for a course on learning.

COUNS 142 at College of the Canyons
Focuses on brain-based learning strategies that develop self-regulatory learning: discovering self-motivation; gaining self-awareness; developing emotional intelligence; employing interdependence; accepting personal responsibility; applying active listening; reading and note-taking; monitoring performance; and developing a growth mindset that believes in self. Students will combine theory and practice to become successful learners and successful college students.

Lesson 1: Successful Learning Strategies, Mindsets, & Basic Brain Facts (Plasticity)
Lesson 2: Motivation, Locus of Control, and Goal Setting
Lesson 3: Self-Regulated Learning and Student Engagement
Lesson 4: Use of Time
Lesson 5: Critical Thinking, Metacognition, and Bloom’s Taxonomy
Lesson 6: Active Listening and Note-Taking from Lectures
Lesson 7: Reading to Learn
Lesson 8: Preparing for and Taking Tests
Lesson 9: Memory and Information Processing Theory
Lesson 10: The Amazing Brain
Lesson 11: Learning Theories
Lesson 12: A Healthy Mindful Brain
Lesson 13: Managing Stress, Self-Talk, and Emotional Intelligence

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The phrase “you are what you eat” is becoming increasingly true. Tiny residents of our GI tracts – gut microbes – affect more than just our digestion. Gut microbiota have recently been linked to host health and behavior through a connection called the “gut-brain axis,” but exactly how our gut microbes affect our brain function remains unclear. A recent study examined the links between host genetics, the gut microbiome, and memory. Using specialized mice, researchers performed genome-wide association analysis to identify variations in DNA that were linked to short-term memory. They then performed association analyses between memory and the gut microbial community in the same mice. The results showed that specific microorganisms, in particular Lactobacillus, were correlated with better memory retention, and inoculating germ-free mice with Lactobacillus species improved their memory compared to controls. Treatment with a Lactobacillus metabolite, lactate, also boosted memory on its own..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This curriculum unit is designed to uncover one of the numerous narratives that is
missing from the collective American memory. The history of lynching overall remains a memory
that America does not want to acknowledge as a piece of its past and part of its identity. Due to
the failure of America to acknowledge the terrorism of lynching as a form of social control
against the black community after the abolishment of slavery, its effects can still be felt today
through other forms of racial injustice. Black individuals have experienced police violence over
time, which spiked during the Civil Rights Movement to counteract and prevent racial equality.
Modern incidents regarding police violence are displayed through the disproportionate amount of
black victims of police involved shootings. This mirrors the racial terrorism of lynching that
ensued after the Reconstruction era to redeem white supremacy in the South. Throughout the unit
students will explore the history and purpose of lynching, research lynching victims and
individuals who fought against lynching, in addition to how lynching has been memorialized thus
far. In the latter half of the curriculum unit students will analyze the correlation of lynching to
police brutality, research victims of police involved shootings and individuals who currently fight
against police brutality, as well as how these victims have been memorialized thus far.

You are constantly surrounded by media, so the question is: how does your brain handle all of that? The unfortunate answer is that our brains have a lot of processes that not super helpful for media literacy, but hopefully with a little self-awareness, we can work around that.

Introduction: How do our minds react to media?
Cognitive Load and automation
Schema
Memory
The Law of Closure
False Memory
Thought Bubble: Conformation Bias
Social Media
Information Satisficing
Humans love stories
Credits

This course introduces scholarly debates about the sociocultural practices through which individuals and societies create, sustain, recall, and erase memories. Emphasis is given to the history of knowledge, construction of memory, the role of authorities in shaping memory, and how societies decide on whose versions of memory are more “truthful” and “real.” Other topics include how memory works in the human brain, memory and trauma, amnesia, memory practices in the sciences, false memory, sites of memory, and the commodification of memory. Students taking the graduate version complete additional assignments.

“Memory” is a single term that reflects a number of different abilities: holding information briefly while working with it (working memory), remembering episodes of one’s life (episodic memory), and our general knowledge of facts of the world (semantic memory), among other types. Remembering episodes involves three processes: encoding information (learning it, by perceiving it and relating it to past knowledge), storing it (maintaining it over time), and then retrieving it (accessing the information when needed). Failures can occur at any stage, leading to forgetting or to having false memories. The key to improving one’s memory is to improve processes of encoding and to use techniques that guarantee effective retrieval. Good encoding techniques include relating new information to what one already knows, forming mental images, and creating associations among information that needs to be remembered. The key to good retrieval is developing effective cues that will lead the rememberer back to the encoded information. Classic mnemonic systems, known since the time of the ancient Greeks and still used by some today, can greatly improve one’s memory abilities.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Clinicians use a diversity of anesthetic drugs to regulate memory formation, the perception of pain, and other aspects of consciousness during otherwise painful, unpleasant, or anxiety-provoking experiences. These drugs are well known to vary in their effects on human behavior, but the neural processes in the brain that form the basis of this variation are now being uncovered with functional neuroimaging. In a new study published in the journal _Anesthesiology_, researchers compared the effects of midazolam and ketamine. These two commonly used anesthetics differ in their effects on memory formation, pain perception, and the regions of the brain involved in these processes. While inside an MRI scanner, 26 healthy volunteers received a saline infusion and were asked simple “yes-or-no” questions about a series of spoken words, one-third of which were immediately followed by a painful shock..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course highlights the interplay between cellular and molecular storage mechanisms and the cognitive neuroscience of memory, with an emphasis on human and animal models of hippocampal mechanisms and function. Class sessions include lectures and discussion of papers.

Roles of neural plasticity in learning and memory and in development of invertebrates and mammals. An in-depth critical analysis of current literature of molecular, cellular, genetic, electrophysiological, and behavioral studies. Discussion of original papers supplemented by introductory lectures.

Lectures and discussions in this course cover the clinical, behavioral, and molecular aspects of the brain aging processes in humans. Topics include the loss of memory and other cognitive abilities in normal aging, as well as neurodegenerative conditions such as Parkinson’s and Alzheimer’s diseases. Discussions based on readings taken from primary literature explore the current research in this field.

The course presents an overview of the history and structure of modern operating systems, analyzing in detail each of the major components of an operating system, and exploring more advanced topics in the field, such as security concerns. Upon successful completion of this course, the student will be able to: explain what an operating system does and how it is used; identify the various components of a computer system and how they interact with an operating system; describe the differences between a 32-bit and 64-bit operating system; explain the different types of operating systems and the major ones in use today; discuss the importance and use of threads and processes in an operating system; describe concurrency; explain the difference between a thread and a process; discuss context switching and how it is used in an operating system; describe synchronization; explain a race condition; discuss interprocess communication; describe how semaphores can be used in an operating system; discuss three of the classic synchronization problems; explain the alternatives to semaphores; discuss CPU scheduling and its relevance to operating systems; explain the general goals of CPU scheduling; describe the differences between pre-emptive and non-preemptive scheduling; discuss four CPU scheduling algorithms; explain what deadlock is in relation to operating systems; discuss deadlock prevention, avoidance, and their differences; describe deadlock detection and recovery; explain the memory hierarchy; discuss how the operating system interacts with memory; describe how virtual memory works; discuss three algorithms for dynamic memory allocation; explain methods of memory access; describe paging and page replacement algorithms; describe a file system and its purpose; discuss various file allocation methods; explain disk allocation and associated algorithms; discuss types of security threats; describe the various types of malware; explain basic security techniques; explain basic networking principles; discuss protocols and how they are used; explain reference models, particularly TCP/IP and OSI. (Computer Science 401)

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"It may be surprising to learn that drugs like morphine can actually make it harder to heal from injuries, including surgery. Researchers report that using opioids to manage this type of acute pain can make the pain last longer, potentially drawing out the need for pain relief. Although it’s unclear exactly why this happens, scientists are beginning to uncover some of the physiological causes of this delayed healing. And they think it has something to do with the brain’s immune system. That conclusion comes from an in-depth look at how morphine affects recovery in mice. Using a mouse model of orthopedic surgery, researchers looked at the consequences of postoperative morphine use. Mice were subjected to tibial fracture and repair and given a 7-day course of either morphine or an inactive vehicle. Some mice underwent a sham operation – they were anesthetized and received skin incisions, but no bone fracture – followed by the same treatment regimen..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course provides an introduction to important philosophical questions about the mind, specifically those that are intimately connected with contemporary psychology and neuroscience. Are our concepts innate or are they acquired by experience? And what does it even mean to call a concept ‘innate’? Are ‘mental images’ pictures in the head? Is color in the mind or in the world? Is the mind nothing more than the brain? Can there be a science of consciousness? The course includes guest lectures by philosophers and cognitive scientists.

Intern Prescot Nelson at Succinct Psychology (Psychcinct), under the guidance of professor Daniel Reynolds, created the entire course series for the Psych2e Openstax textbook. We are allowing everyone to share and embed this resource.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Discuss the three basic functions of memoryDescribe the three stages of memory storageDescribe and distinguish between procedural and declarative memory and semantic and episodic memory