Brain Study Unit

Executive functioning
A teachable/learnable skill which allows one to control Behaviors, Emotions, and Thinking processes (BET). The neuro-conections for this skill is housed in the brains frontal lobe.
Gestalt
Seeing the whole picture: as opposed to the brain focuses in like a funnel (seeing parts rather then the whole.
Abstract processing
The brain makes connections and predictions about events that only exist in one’s mind. (e.g., You imagine what would happen if you were to )
Dendrites
Arms that take information into a single neuron from other neurons.
Congenital
The etiology of a neuro/physical-difference is in the individual’s genes
Concrete perception
Perceptual Information entering through the five senses.
Acquired
The etiology of a neuro/physical-difference was obtained from the environment (e.g., accident, poisoning, or abuse/neglect)
Plasticity
The answer to all of the following questions is “Why can people learn? Why do they forget? When I teach/provide therapy
Plasticity
The brains ability to grow new neuro-connections, allow unused neurons to die, and change how it uses existing parts of the brain to do related tasks
Axons
An arm that sends information from a single neuron to other neurons
Pruning
Specific term meaning: The brain allows unused neurons to die due to disuse/neglect
Neuro Diversity
Model stating: Because all life appears in numerous variations (it is not standardized) any individual with a neuro/physical-difference is viewed as normal.
Processing speed
How much time it takes a person to make connections and draw conclusions
Neuro plasticity
When you learn new information the quantity and quality of your brain’s neuro-connections changes. This is best explained by:
Plasticity 
Specific term meaning: The brain changes how it uses existing parts of the brain to do related tasks. (e.g., areas for visual processing used for auditory processing by those who are blind; or the left hemisphere’s language abilities being performed by the right hemisphere by a person who had a stroke)
Neuro plasticity
The quantity and quality of your brain’s neurons and their connections are what allow you to perceive, attend to, remember, process, and express information. In short they control everything you know and everything you do. The term that best matches this statement is?
Memory
A record of past perceptions (concrete or abstract).
Long-term memory
A record of past perceptions that is never forgotten unless some type of damage/injury is done to the brain.
Nondeclarative memory
Memories that cannot be articulated- meaning expressed or explained (One is able to play a guitar, but is not able to explain how this is done: as playing music is something that is done, not explained. The same goes for walking, writing ones name, and so on.)
Biological Model
Model stating: Neuro/physical-differences (sensory, physical, emotional, cognitive, communication and social ) arise from one’s genes, brain structure, and chemistry, which are in turn tempered by environmental influences.
False
The neurodiversity model would argue that all brains learn (form the same quantity and quality of neuro connections) when exposed to the same methods and materials, in the same amounts and environments, under the same levels of assistance.
Abstract perception
Perceptual information gained through ones thoughts
Episodic memory
A record of life experiences: e.g., recall seeing a rainbow, can you recall where you were and who you were with?
Response
Expressing what is thought, felt, known, or desired.
Declarative memory
Memories one can articulate- meaning express/explain (e.g., One can articulate what is a guitar or piano, but not how to play one- which is something they can only do.)
Neurons
Specialized cells in the brain/body that store and send information, In your brain you have over 100 billion of them which make over 100 trillion connections to other such cells.
Abstract processing 
The brain making connections between sets of information and predictions about what should happen next
Concrete processing
The brain makes connections and predictions as a result of information actively coming through the 5 senses. (e.g., You, rather than imaging if you were to you actually do it).
Scientifically validated instruction
Teaching methods that have been proven, through research studies, as effective
Neurotransmitters
Chemicals used by neurons to communicate with each other
Monotropism
Seeing/focusing on, part/s of the picture rather than the whole picture
Early Intervention
Measures taken to arrest, reduce, or eliminate a disability once the likelihood of a disability is detected, or a disability discovered.
Working memory
In this form of memory information is held in mind and is directly used to reach a goal, as one work on that goal. (e.g., keeping this question in mind as you search for the answer).
Metacognition
One taking conscious control over the thinking used to: 1) size up a problem/set a goal, 2) pick or develop a solution, and 3) track progress towards the goal.
Attention
The brain’s ability to focus in on a perception and block out other perceptions.
Perception
How the brain obtains information through the 5 senses about the outside world and about the body, and about its own processes (what and how it is thinking and feeling)
Etiology
The origin of a neuro/physical-difference: from where did it come?
Short-term memory
An ephemeral record of past perceptions and then is forgotten: (A memory neuro-connection is made and then quickly lost).
Semantic memory
A record of intellectual information” a body of knowledge: e.g., Can you recall the 7 colors of the rainbow?
Prevention
Measures designed to ensure a disability never occurs.