{"id":5048,"date":"2019-10-14T08:00:51","date_gmt":"2019-10-14T13:00:51","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=5048"},"modified":"2019-10-10T06:55:53","modified_gmt":"2019-10-10T11:55:53","slug":"what-students-want-to-know-about-brains-and-learning-part-ii","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/what-students-want-to-know-about-brains-and-learning-part-ii\/","title":{"rendered":"What Students Want to Know about Brains and Learning, Part II"},"content":{"rendered":"<p>I recently wrote about a conversation I had with high school students in Japan. What questions did they have about brains and learning? What answers did they have?<\/p>\n<p>In <a href=\"https:\/\/braindevs.net\/blog\/\/what-students-want-to-know-about-brains-and-learning\/\" target=\"_blank\" rel=\"noopener\">that last post<\/a>, I wrote about the more school-centric questions that students asked: &#8220;what is the optimal amount of time to study?&#8221; I also noted their welcome skepticism: &#8220;does studying the night before a test really do nothing?&#8221;<\/p>\n<p><a href=\"https:\/\/braindevs.net\/blog\/\/wp-content\/uploads\/2019\/10\/AdobeStock_254378815_Credit.jpg\"><img decoding=\"async\" class=\"alignright size-medium wp-image-5049\" src=\"https:\/\/braindevs.net\/blog\/\/wp-content\/uploads\/2019\/10\/AdobeStock_254378815_Credit-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2019\/10\/AdobeStock_254378815_Credit-300x200.jpg 300w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2019\/10\/AdobeStock_254378815_Credit-768x512.jpg 768w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2019\/10\/AdobeStock_254378815_Credit-1024x683.jpg 1024w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>Of course, lots of their questions pushed the boundaries of our knowledge. Several, in fact, pushed the boundaries of the plausible.<\/p>\n<h2>What Can We Know? What Can We Do?<\/h2>\n<p><em>How many signals does the brain send throughout the body in a second?<\/em><\/p>\n<p>Well, there&#8217;s a question you don&#8217;t hear every day.<\/p>\n<p>The answer is: I have no idea. In fact, I can&#8217;t imagine how we&#8217;d start answering that question. We&#8217;ve got BILLIONS of neurons (say, 85 billion for a round number guess). Each one makes something like 10,000 connections with other neurons.<\/p>\n<p>How many signals do they send to each other? How many signals do they send to the body? The mind delights in (and boggles at) the calculations.<\/p>\n<p><em>How much of your brain can you lose and survive?<\/em><\/p>\n<p>Hard to say, precisely.<\/p>\n<p><a href=\"https:\/\/www.newscientist.com\/article\/dn12301-man-with-tiny-brain-shocks-doctors\/\" target=\"_blank\" rel=\"noopener\">Here&#8217;s an article<\/a> that will blow your mind: a man whose ventricles were so enlarged that he barely had a brain left. And, he more-or-less did just fine.<\/p>\n<p>If you don&#8217;t believe me, check out the images. I mean: WOW.<\/p>\n<p><em>Does your gut health\/what you eat have a significant effect on your brain?<\/em><\/p>\n<p>Every day I see more research on this topic. In brief: YES.<\/p>\n<p>You&#8217;ll often hear the gut called &#8220;the second brain.&#8221; I suspect we&#8217;ll see lots more news in this field over the next decade.<\/p>\n<p><em>Can I transfer my brain into a computer?<\/em><\/p>\n<p>I have yet to meet the neuroscientist who thinks so. Given that the brain is roughly as complex as the universe, I suspect it will take a while for us to so.<\/p>\n<p>Unless, of course, students keep asking high-quality questions like these. In which case, we&#8217;ll have the job done by next Thursday.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>High school students have questions. We have (some) answers.<\/p>\n","protected":false},"author":18,"featured_media":5049,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[17],"class_list":["post-5048","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lb-blog","tag-neuroscience"],"_links":{"self":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/5048","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/comments?post=5048"}],"version-history":[{"count":2,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/5048\/revisions"}],"predecessor-version":[{"id":5051,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/5048\/revisions\/5051"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media\/5049"}],"wp:attachment":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media?parent=5048"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/categories?post=5048"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/tags?post=5048"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}