Answer: 91.9%

Question: How much of the Seattle population have high school diplomas?


Answer: 84.5%

Context: Of the city's population over the age of 25, 53.8% (vs. a national average of 27.4%) hold a bachelor's degree or higher, and 91.9% (vs. 84.5% nationally) have a high school diploma or equivalent. A 2008 United States Census Bureau survey showed that Seattle had the highest percentage of college and university graduates of any major U.S. city. The city was listed as the most literate of the country's 69 largest cities in 2005 and 2006, the second most literate in 2007 and the most literate in 2008 in studies conducted by Central Connecticut State University.

Question: What is the national average of high school diploma holding citizens?


Answer: Non-commercial

Context: Non-commercial radio stations include NPR affiliates KUOW-FM 94.9 and KPLU-FM 88.5 (Tacoma), as well as classical music station KING-FM 98.1. Other stations include KEXP-FM 90.3 (affiliated with the UW), community radio KBCS-FM 91.3 (affiliated with Bellevue College), and high school radio KNHC-FM 89.5, which broadcasts an electronic dance music radio format and is owned by the public school system and operated by students of Nathan Hale High School. Many Seattle radio stations are also available through Internet radio, with KEXP in particular being a pioneer of Internet radio. Seattle also has numerous commercial radio stations. In a March 2012 report by the consumer research firm Arbitron, the top FM stations were KRWM (adult contemporary format), KIRO-FM (news/talk), and KISW (active rock) while the top AM stations were KOMO (AM) (all news), KJR (AM) (all sports), KIRO (AM) (all sports).

Question: What type of radio stations abound in Seattle?


Answer: Internet radio

Question: Where has KEXP pioneered in Radio?


Answer: NPR affiliates

Question: What are KUOW and KPLU radio stations?


Answer: UW

Question: With what educational facility is KEXP-FM aligned?


Answer: KNHC-FM 89.5

Question: What radio station is operated by the public school system?


Answer: The Seattle Times

Context: As of 2010[update], Seattle has one major daily newspaper, The Seattle Times. The Seattle Post-Intelligencer, known as the P-I, published a daily newspaper from 1863 to March 17, 2009, before switching to a strictly on-line publication. There is also the Seattle Daily Journal of Commerce, and the University of Washington publishes The Daily, a student-run publication, when school is in session. The most prominent weeklies are the Seattle Weekly and The Stranger; both consider themselves "alternative" papers. The weekly LGBT newspaper is the Seattle Gay News. Real Change is a weekly street newspaper that is sold mainly by homeless persons as an alternative to panhandling. There are also several ethnic newspapers, including the The Facts, Northwest Asian Weekly and the International Examiner, and numerous neighborhood newspapers.

Question: What is the Seattle newspaper as of 2010?


Answer: homeless persons

Question: Who sells the newspaper Real Change on the street?


Answer: on-line

Question: In what venue does the Seattle Post-Intelligencer publish?


Answer: 1863

Question: In what year did the Seattle Post-Intelligencer first publish?


Answer: Seattle Gay News

Question: What is the LGBT newspaper called?


Answer: King County Metro

Context: King County Metro provides frequent stop bus service within the city and surrounding county, as well as a South Lake Union Streetcar line between the South Lake Union neighborhood and Westlake Center in downtown. Seattle is one of the few cities in North America whose bus fleet includes electric trolleybuses. Sound Transit currently provides an express bus service within the metropolitan area; two Sounder commuter rail lines between the suburbs and downtown; its Central Link light rail line, which opened in 2009, between downtown and Sea-Tac Airport gives the city its first rapid transit line that has intermediate stops within the city limits. Washington State Ferries, which manages the largest network of ferries in the United States and third largest in the world, connects Seattle to Bainbridge and Vashon Islands in Puget Sound and to Bremerton and Southworth on the Kitsap Peninsula.

Question: What is Seattle's bus line called?


Answer: South Lake Union Streetcar

Question: What service runs between South Lake Union and Westlake Center?


Answer: Washington State Ferries

Question: What organization runs the largest line of ferries in the US?


Answer: third largest

Question: How does the Seattle ferry line compare to the rest of the world?


Answer: Bainbridge and Vashon

Question: To what two islands does the ferry service connect?


Answer: pediatric referral center

Context: Located in the Laurelhurst neighborhood, Seattle Children's, formerly Children's Hospital and Regional Medical Center, is the pediatric referral center for Washington, Alaska, Montana, and Idaho. The Fred Hutchinson Cancer Research Center has a campus in the Eastlake neighborhood. The University District is home to the University of Washington Medical Center which, along with Harborview, is operated by the University of Washington. Seattle is also served by a Veterans Affairs hospital on Beacon Hill, a third campus of Swedish in Ballard, and Northwest Hospital and Medical Center near Northgate Mall.

Question: What kind of hospital is Seattle Children's?


Answer: Alaska

Question: Besides serving Washington, Idaho, and Montana, what northern state uses Seattle Children's?


Answer: University of Washington

Question: What entity operates Harborview?


Answer: Eastlake

Question: In what neighborhood is the Fred Hutchington Cancer Research Center located?


Answer: Beacon Hill

Question: Where is the Veterans Affairs Hospital located?


Answer: automobile

Context: The first streetcars appeared in 1889 and were instrumental in the creation of a relatively well-defined downtown and strong neighborhoods at the end of their lines. The advent of the automobile sounded the death knell for rail in Seattle. Tacoma–Seattle railway service ended in 1929 and the Everett–Seattle service came to an end in 1939, replaced by inexpensive automobiles running on the recently developed highway system. Rails on city streets were paved over or removed, and the opening of the Seattle trolleybus system brought the end of streetcars in Seattle in 1941. This left an extensive network of privately owned buses (later public) as the only mass transit within the city and throughout the region.

Question: What machine caused the end of city rail lines in Seattle?


Answer: trolleybus

Question: The use of what caused the end of the use of streetcars in 1941?


Answer: 1929

Question: When did the Tacoma-Seattle rail service end?


Answer: 1939

Question: In what year did the Everett-Seattle rail lines cease?


Answer: 1889

Question: In what year were the first streetcars used in Seattle?


Answer: streets

Context: The main mode of transportation, however, relies on Seattle's streets, which are laid out in a cardinal directions grid pattern, except in the central business district where early city leaders Arthur Denny and Carson Boren insisted on orienting their plats relative to the shoreline rather than to true North. Only two roads, Interstate 5 and State Route 99 (both limited-access highways), run uninterrupted through the city from north to south. State Route 99 runs through downtown Seattle on the Alaskan Way Viaduct, which was built in 1953. However, due to damage sustained during the 2001 Nisqually earthquake the viaduct will be replaced by a tunnel. The 2-mile (3.2 km) Alaskan Way Viaduct replacement tunnel was originally scheduled to be completed in December 2015 at a cost of US$4.25 billion. Unfortunately, due to issues with the worlds largest tunnel boring machine (TBM), which is nicknamed "Bertha" and is 57 feet (17 m) in diameter, the projected date of completion has been pushed back to 2017. Seattle has the 8th worst traffic congestion of all American cities, and is 10th among all North American cities.

Question: What is mainly used for transportation in Seattle?


Answer: Alaskan Way Viaduct

Question: What road was built in 1953 and later damaged by an earthquake?


Answer: tunnel

Question: What is planned to replace the Alaska Way Viaduct?


Answer: 2017

Question: When is the tunnel now expected to be finished?


Answer: $4.25 billion

Question: What was the original projected cost of the viaduct replacement tunnel?


Answer: University of Washington

Context: Seattle is home to the University of Washington, as well as the institution's professional and continuing education unit, the University of Washington Educational Outreach. A study by Newsweek International in 2006 cited the University of Washington as the twenty-second best university in the world. Seattle also has a number of smaller private universities including Seattle University and Seattle Pacific University, the former a Jesuit Catholic institution, the latter Free Methodist; universities aimed at the working adult, like City University and Antioch University; colleges within the Seattle Colleges District system, comprising North, Central, and South; seminaries, including Western Seminary and a number of arts colleges, such as Cornish College of the Arts, Pratt Fine Arts Center, and The Art Institute of Seattle. In 2001, Time magazine selected Seattle Central Community College as community college of the year, stating the school "pushes diverse students to work together in small teams".

Question: What educational institution is at home in Seattle?


Answer: arts colleges

Question: Where can a student find to study art in Seattle?


Answer: continuing education

Question: What is the purpose of the University of Washington Outreach?


Answer: 2001

Question: In what year did Time magazine choose Seattle Central Community College as community college of the year?


Answer: private universities

Question: Beside the public universities, what other type of institutions provide education in Seattle?


Answer: mass transit

Context: The city has started moving away from the automobile and towards mass transit. From 2004 to 2009, the annual number of unlinked public transportation trips increased by approximately 21%. In 2006, voters in King County passed proposition 2 (Transit Now) which increased bus service hours on high ridership routes and paid for five bus rapid transit lines called RapidRide. After rejecting a roads and transit measure in 2007, Seattle-area voters passed a transit only measure in 2008 to increase ST Express bus service, extend the Link Light Rail system, and expand and improve Sounder commuter rail service. A light rail line from downtown heading south to Sea-Tac Airport began service on December 19, 2009, giving the city its first rapid transit line with intermediate stations within the city limits. An extension north to the University of Washington is scheduled to open in 2016; and further extensions are planned to reach Lynnwood to the north, Des Moines to the south, and Bellevue and Redmond to the east by 2023. Former mayor Michael McGinn has supported building light rail from downtown to Ballard and West Seattle.

Question: On what type of transportation system has Seattle begun to focus?


Answer: automobile

Question: From what kind of transportation has Seattle been moving away?


Answer: RapidRide

Question: What measure was passed by Seattle voters in 2006?


Answer: 2023

Question: By what year do plans call for the completion of a rail line to Bellevue?


Answer: Michael McGinn

Question: Which former mayor backed the expansion of rail lines from downtown to Ballard?


Answer: process in which information is encoded, stored, and retrieved.

Context: In psychology, memory is the process in which information is encoded, stored, and retrieved. Encoding allows information from the outside world to be sensed in the form of chemical and physical stimuli. In the first stage the information must be changed so that it may be put into the encoding process. Storage is the second memory stage or process. This entails that information is maintained over short periods of time. Finally the third process is the retrieval of information that has been stored. Such information must be located and returned to the consciousness. Some retrieval attempts may be effortless due to the type of information, and other attempts to remember stored information may be more demanding for various reasons.

Question: Which three processes does phychology recognize as memory?


Answer: the type of information, and other attempts to remember stored information may be more demanding for various reasons.

Question: Why may some memory retrieval processes fail?


Answer: g allows information from the outside world to be sensed in the form of chemical and physical stimuli.

Question: What happens to information during the encoding process?


Answer: Storage

Question: What is the second memory stage?


Answer: retrieval of information that has been stored

Question: What is the third process that happens during the memory process?


Answer: an acoustic code for storing information, and to a lesser extent a visual code.

Context: Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964) found that test subjects had more difficulty recalling collections of letters that were acoustically similar (e.g. E, P, D). Confusion with recalling acoustically similar letters rather than visually similar letters implies that the letters were encoded acoustically. Conrad's (1964) study, however, deals with the encoding of written text; thus, while memory of written language may rely on acoustic components, generalisations to all forms of memory cannot be made.

Question: What does short-term memory depend on?


Answer: subjects had more difficulty recalling collections of letters that were acoustically similar

Question: What did conrad find about test subjects?


Answer: . Confusion with recalling acoustically similar letters rather than visually similar letters implies that the letters were encoded acoustically.

Question: What does Conrads finding seem to mean?


Answer: encoding of written text;

Question: What was Conrads deal with?


Answer: working memory.

Context: Short-term memory is also known as working memory. Short-term memory allows recall for a period of several seconds to a minute without rehearsal. Its capacity is also very limited: George A. Miller (1956), when working at Bell Laboratories, conducted experiments showing that the store of short-term memory was 7±2 items (the title of his famous paper, "The magical number 7±2"). Modern estimates of the capacity of short-term memory are lower, typically of the order of 4–5 items; however, memory capacity can be increased through a process called chunking. For example, in recalling a ten-digit telephone number, a person could chunk the digits into three groups: first, the area code (such as 123), then a three-digit chunk (456) and lastly a four-digit chunk (7890). This method of remembering telephone numbers is far more effective than attempting to remember a string of 10 digits; this is because we are able to chunk the information into meaningful groups of numbers. This may be reflected in some countries in the tendency to display telephone numbers as several chunks of two to four numbers.

Question: What is another name for short-term memory?


Answer: recall for a period of several seconds to a minute without rehearsal

Question: What exactly does short-term memory allow a person to do?


Answer: capacity is also very limited

Question: How much information can one store and recall in short-term memory?


Answer: chunking.

Question: How can one higher their memory capacity?


Answer: because we are able to chunk the information into meaningful groups of numbers

Question: Why do some countries display numbers in chunks of two to four numbers?


Answer: The storage in sensory memory and short-term memory generally has a strictly limited capacity and duration

Context: The storage in sensory memory and short-term memory generally has a strictly limited capacity and duration, which means that information is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span). Its capacity is immeasurable. For example, given a random seven-digit number we may remember it for only a few seconds before forgetting, suggesting it was stored in our short-term memory. On the other hand, we can remember telephone numbers for many years through repetition; this information is said to be stored in long-term memory.

Question: Why can't some memories be held onto forever?


Answer: sometimes a whole life span)

Question: If a memory that is stored in with long term-memories, how long can you possibly rememeber it?


Answer: capacity is immeasurable

Question: What is the capacity of long term memory?


Answer: in our short-term memory

Question: If you knew a telephone number one week ago, but have forgotten it now, where was this memory stored?


Answer: visual information and acoustic information

Context: The model also shows all the memory stores as being a single unit whereas research into this shows differently. For example, short-term memory can be broken up into different units such as visual information and acoustic information. In a study by Zlonoga and Gerber (1986), patient 'KF' demonstrated certain deviations from the Atkinson–Shiffrin model. Patient KF was brain damaged, displaying difficulties regarding short-term memory. Recognition of sounds such as spoken numbers, letters, words and easily identifiable noises (such as doorbells and cats meowing) were all impacted. Interestingly, visual short-term memory was unaffected, suggesting a dichotomy between visual and audial memory.

Question: What are some examples of units that short-term memory can be categorized in to?


Answer: Zlonoga and Gerber

Question: Who performed a study in 1986 invovling a participant known as KF?


Answer: Atkinson–Shiffrin model.

Question: What did KF disprove during this study?


Answer: difficulties regarding short-term memory.

Question: What did KF have trouble doing?


Answer: a dichotomy between visual and audial memory.

Question: What did this study seem to conclude?


Answer: frontal lobe (especially dorsolateral prefrontal cortex) and the parietal lobe

Context: Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe (especially dorsolateral prefrontal cortex) and the parietal lobe. Long-term memory, on the other hand, is maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. Without the hippocampus, new memories are unable to be stored into long-term memory, as learned from patient Henry Molaison after removal of both his hippocampi, and there will be a very short attention span. Furthermore, it may be involved in changing neural connections for a period of three months or more after the initial learning.

Question: Which part of the brain does short-term memory seem to rely on?


Answer: hippocampus

Question: Which part of the brain does long-term memory rely on?


Answer: does not

Question: How much information can the hippocampus store?


Answer: may be involved in changing neural connections for a period of three months or more after the initial learning.

Question: If the hippocampus doesn't store information what does it do?


Answer: less than one second

Context: Sensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to "see" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1963) using the "partial report paradigm". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments,Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (12 in the "whole report" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.

Question: How long does sensory memory to to store information?


Answer: It is out of cognitive control

Question: Can we control what is stored in our sensory memory?


Answer: George Sperling

Question: Who did the first studies on exploring a new idea of sensory memory?


Answer: this form of memory degrades so quickly, participants would see the display but be unable to report all of the items

Question: What did Spellings' findings reveal?


Answer: acoustically

Context: While short-term memory encodes information acoustically, long-term memory encodes it semantically: Baddeley (1966) discovered that, after 20 minutes, test subjects had the most difficulty recalling a collection of words that had similar meanings (e.g. big, large, great, huge) long-term. Another part of long-term memory is episodic memory, "which attempts to capture information such as 'what', 'when' and 'where'". With episodic memory, individuals are able to recall specific events such as birthday parties and weddings.

Question: How does short term memory encode information?


Answer: recalling a collection of words that had similar meanings

Question: What did Baddeleys test subjects have touble doing?


Answer: semantically

Question: How does long term memory encode information?


Answer: "which attempts to capture information such as 'what', 'when' and 'where'

Question: What is episodic memory?


Answer: episodic memory,

Question: If someone where to recall a wedding they had went to a year before, which type of memory would be used?


Answer: do not have the language ability to report on their memories

Context: Infants do not have the language ability to report on their memories and so verbal reports cannot be used to assess very young children’s memory. Throughout the years, however, researchers have adapted and developed a number of measures for assessing both infants’ recognition memory and their recall memory. Habituation and operant conditioning techniques have been used to assess infants’ recognition memory and the deferred and elicited imitation techniques have been used to assess infants’ recall memory.

Question: Why do infants and young childrens memories need to be assesed differently?


Answer: , researchers have adapted and developed a number of measures for assessing both infants’ recognition memory and their recall memory.

Question: Can researchers study an infants or young childs memories?


Answer: elicited imitation techniques

Question: How can a researcher study a childs memory?


Answer: semantic, episodic and autobiographical memory

Context: Another major way to distinguish different memory functions is whether the content to be remembered is in the past, retrospective memory, or in the future, prospective memory. Thus, retrospective memory as a category includes semantic, episodic and autobiographical memory. In contrast, prospective memory is memory for future intentions, or remembering to remember (Winograd, 1988). Prospective memory can be further broken down into event- and time-based prospective remembering. Time-based prospective memories are triggered by a time-cue, such as going to the doctor (action) at 4pm (cue). Event-based prospective memories are intentions triggered by cues, such as remembering to post a letter (action) after seeing a mailbox (cue). Cues do not need to be related to the action (as the mailbox/letter example), and lists, sticky-notes, knotted handkerchiefs, or string around the finger all exemplify cues that people use as strategies to enhance prospective memory.

Question: What are some catgories of retrospective memory?


Answer: Time-based prospective memories

Question: If a memory is triggered by a time, which kind of memory is this?


Answer: Cues

Question: What is something somebody can use to remember something?


Answer: Event-based prospective memories

Question: If Bob realized he needed to mail his mother a letter after seeing the postal office, which kind of memory did he trigger?


Answer: research showed this to be false

Context: Hebb distinguished between short-term and long-term memory. He postulated that any memory that stayed in short-term storage for a long enough time would be consolidated into a long-term memory. Later research showed this to be false. Research has shown that direct injections of cortisol or epinephrine help the storage of recent experiences. This is also true for stimulation of the amygdala. This proves that excitement enhances memory by the stimulation of hormones that affect the amygdala. Excessive or prolonged stress (with prolonged cortisol) may hurt memory storage. Patients with amygdalar damage are no more likely to remember emotionally charged words than nonemotionally charged ones. The hippocampus is important for explicit memory. The hippocampus is also important for memory consolidation. The hippocampus receives input from different parts of the cortex and sends its output out to different parts of the brain also. The input comes from secondary and tertiary sensory areas that have processed the information a lot already. Hippocampal damage may also cause memory loss and problems with memory storage. This memory loss includes, retrograde amnesia which is the loss of memory for events that occurred shortly before the time of brain damage.

Question: Was Hebb's thought of the relationship between short and long term memory true?


Answer: cortisol or epinephrine

Question: Which drugs seemed to help someone remember earlier events?


Answer: excitement enhances memory

Question: What relationship does excitement and memory share?


Answer: hippocampus

Question: Bob was in a car accident and couldn't remember his wifes name, what part of his brain could have been damaged?


Answer: that is crucial

Context: One question that is crucial in cognitive neuroscience is how information and mental experiences are coded and represented in the brain. Scientists have gained much knowledge about the neuronal codes from the studies of plasticity, but most of such research has been focused on simple learning in simple neuronal circuits; it is considerably less clear about the neuronal changes involved in more complex examples of memory, particularly declarative memory that requires the storage of facts and events (Byrne 2007). Convergence-divergence zones might be the neural networks where memories are stored and retrieved.

Question: Is it important to know how information is coded in the brain?


Answer: have gained much knowledge

Question: Have researchers learned anything studying plasticity?


Answer: might be the neural networks where memories are stored and retrieved.

Question: What are the roles of Covergence-divergence zones?


Answer: simple learning in simple neuronal circuits;

Question: What has most of the research on memories revolved around?


Answer: the retention, reactivation, and reconstruction of the experience-independent internal representation

Context: Cognitive neuroscientists consider memory as the retention, reactivation, and reconstruction of the experience-independent internal representation. The term of internal representation implies that such definition of memory contains two components: the expression of memory at the behavioral or conscious level, and the underpinning physical neural changes (Dudai 2007). The latter component is also called engram or memory traces (Semon 1904). Some neuroscientists and psychologists mistakenly equate the concept of engram and memory, broadly conceiving all persisting after-effects of experiences as memory; others argue against this notion that memory does not exist until it is revealed in behavior or thought (Moscovitch 2007).

Question: What do cognitive neuroscientists believe memory is?


Answer: term of internal representation

Question: What suggests that memory has two different components?


Answer: Moscovitch 2007

Question: What showed that memory exists even before that memory is known to the person?


Answer: the underpinning physical neural changes

Question: What is an engram trace?


Answer: implicit memory

Context: In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on implicit learning. It can best be summarized as remember how to do something. Procedural memory is primarily employed in learning motor skills and should be considered a subset of implicit memory. It is revealed when one does better in a given task due only to repetition - no new explicit memories have been formed, but one is unconsciously accessing aspects of those previous experiences. Procedural memory involved in motor learning depends on the cerebellum and basal ganglia.

Question: What is another term for procedural memory?


Answer: procedural memory

Question: If bob remembered how to bake a cake after seeing this on television what memory is he using?


Answer: motor skills

Question: What set of skills is reliant on procedural memory?


Answer: no new explicit memories have been formed,

Question: If Bob does throws 15 more free throws than he did last week, how many more explicit memories has he gained?


Answer: working memory model

Context: The working memory model explains many practical observations, such as why it is easier to do two different tasks (one verbal and one visual) than two similar tasks (e.g., two visual), and the aforementioned word-length effect. However, the concept of a central executive as noted here has been criticised as inadequate and vague.[citation needed] Working memory is also the premise for what allows us to do everyday activities involving thought. It is the section of memory where we carry out thought processes and use them to learn and reason about topics.

Question: Which model explains why bob has an easier time reading a book, and then discussing it rather than reading two books?


Answer: concept of a central executive

Question: Which concept is criticised for being unworthy and too broad?


Answer: Working memory

Question: Which part of memory allows us to go about our daily lives?


Answer: memory loss,

Context: One of the key concerns of older adults is the experience of memory loss, especially as it is one of the hallmark symptoms of Alzheimer's disease. However, memory loss is qualitatively different in normal aging from the kind of memory loss associated with a diagnosis of Alzheimer's (Budson & Price, 2005). Research has revealed that individuals’ performance on memory tasks that rely on frontal regions declines with age. Older adults tend to exhibit deficits on tasks that involve knowing the temporal order in which they learned information; source memory tasks that require them to remember the specific circumstances or context in which they learned information; and prospective memory tasks that involve remembering to perform an act at a future time. Older adults can manage their problems with prospective memory by using appointment books, for example.

Question: What do most elderly people worry about?


Answer: memory loss is qualitatively different

Question: Is an eldery person with alzheimers having the same problem as a similar aged person experiencing memory loss?


Answer: frontal regions

Question: Which part of the brain is associated with the memory loss an elderly person suffers?


Answer: prospective memory

Question: Which memory is an elderly person helping by using appointment books?


Answer: can recall information over the short-term

Context: It should be noted that although 6-month-olds can recall information over the short-term, they have difficulty recalling the temporal order of information. It is only by 9 months of age that infants can recall the actions of a two-step sequence in the correct temporal order - that is, recalling step 1 and then step 2. In other words, when asked to imitate a two-step action sequence (such as putting a toy car in the base and pushing in the plunger to make the toy roll to the other end), 9-month-olds tend to imitate the actions of the sequence in the correct order (step 1 and then step 2). Younger infants (6-month-olds) can only recall one step of a two-step sequence. Researchers have suggested that these age differences are probably due to the fact that the dentate gyrus of the hippocampus and the frontal components of the neural network are not fully developed at the age of 6-months.

Question: Does a 6 month old have short term memory?


Answer: 9 months of age

Question: What age can an infabt recall steps in an order?


Answer: one step of a two-step sequence

Question: What part of a two step sequence can a 6 month old remember?


Answer: the dentate gyrus of the hippocampus and the frontal components of the neural network are not fully developed

Question: What part of the brain is not fully developed in infants which can cause the memory differences in ages?


Answer: Episodic memories

Context: Declarative memory can be further sub-divided into semantic memory, concerning principles and facts taken independent of context; and episodic memory, concerning 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. Episodic memories often reflect the "firsts" in life such as a first kiss, first day of school or first time winning a championship. These are key events in one's life that can be remembered clearly. 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. One is 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 underlies this phenomenon.[citation needed]

Question: When remembering your first day of school or first dance, which memory are you using?


Answer: Semantic memory

Question: Which type of memory enables us to remember knowledge of the world?


Answer: Autobiographical memory

Question: When fondly remembering your memory, which type of memory are you using?


Answer: Visual memory

Question: Which type of memory is used when remembering something that we've seen?


Answer: Stress

Context: Stress has a significant effect on memory formation and learning. In response to stressful situations, the brain releases hormones and neurotransmitters (ex. glucocorticoids and catecholamines) which affect memory encoding processes in the hippocampus. Behavioural research on animals shows that chronic stress produces adrenal hormones which impact the hippocampal structure in the brains of rats. An experimental study by German cognitive psychologists L. Schwabe and O. Wolf demonstrates how learning under stress also decreases memory recall in humans. In this study, 48 healthy female and male university students participated in either a stress test or a control group. Those randomly assigned to the stress test group had a hand immersed in ice cold water (the reputable SECPT or ‘Socially Evaluated Cold Pressor Test’) for up to three minutes, while being monitored and videotaped. Both the stress and control groups were then presented with 32 words to memorize. Twenty-four hours later, both groups were tested to see how many words they could remember (free recall) as well as how many they could recognize from a larger list of words (recognition performance). The results showed a clear impairment of memory performance in the stress test group, who recalled 30% fewer words than the control group. The researchers suggest that stress experienced during learning distracts people by diverting their attention during the memory encoding process.

Question: What can cause your memory to deterioriate or not work as well?


Answer: adrenal hormones

Question: Which hormones are produces when a animal is stressed out?


Answer: L. Schwabe and O. Wolf

Question: Who performed a study that involved having peoples hands in cold water while also memorizing words?


Answer: stress experienced during learning distracts people by diverting their attention during the memory encoding process.

Question: What did L. Schwabes and O. Wolfs study seem to conlcude?


Answer: can hamper memorization and retrieval

Context: Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.

Question: What trouble can interference cause?


Answer: when learning new information makes it harder to recall old information

Question: What is retroactive interference?


Answer: where prior learning disrupts recall of new information

Question: What is proactive interference?


Answer: positive transfer.

Question: What is a term used to describe being able to learn something quicker due to an older ability?


Answer: Up until the middle of the 1980s it was assumed that infants could not encode, retain, and retrieve information.

Context: Up until the middle of the 1980s it was assumed that infants could not encode, retain, and retrieve information. A growing body of research now indicates that infants as young as 6-months can recall information after a 24-hour delay. Furthermore, research has revealed that as infants grow older they can store information for longer periods of time; 6-month-olds can recall information after a 24-hour period, 9-month-olds after up to five weeks, and 20-month-olds after as long as twelve months. In addition, studies have shown that with age, infants can store information faster. Whereas 14-month-olds can recall a three-step sequence after being exposed to it once, 6-month-olds need approximately six exposures in order to be able to remember it.

Question: In 1960 did people believe an infant was able to remember things?


Answer: . A growing body of research now indicates that infants as young as 6-months can recall information

Question: What is the minimum age researchers think a child begins to have memory?


Answer: Furthermore, research has revealed that as infants grow older they can store information for longer periods of time

Question: Does a persons memory capacity increase with age?


Answer: 9-month-olds

Question: Who has a better memory retention a 6 month old or a 9 month old?


Answer: thought to be involved in emotional memory

Context: Brain areas involved in the neuroanatomy of memory such as the hippocampus, the amygdala, the striatum, or the mammillary bodies are thought to be involved in specific types of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning, while the amygdala is thought to be involved in emotional memory. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.

Question: What role does the amygdala play in memory?


Answer: it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions

Question: Can you pin point certain areas of the brain to certain memories.


Answer: neuronal synapses,

Question: What changes can be linked to learning and memory?


Answer: believed to be involved in spatial learning and declarative learning

Question: What is the hippocampus's relationship to memory?


Answer: the more impact it may have. However, short term exposure to stress also causes impairment in memory by interfering with the function of the hippocampus

Context: The more long term the exposure to stress is, the more impact it may have. However, short term exposure to stress also causes impairment in memory by interfering with the function of the hippocampus. Research shows that subjects placed in a stressful situation for a short amount of time still have blood glucocorticoid levels that have increased drastically when measured after the exposure is completed. When subjects are asked to complete a learning task after short term exposure they have often difficulties. Prenatal stress also hinders the ability to learn and memorize by disrupting the development of the hippocampus and can lead to unestablished long term potentiation in the offspring of severely stressed parents. Although the stress is applied prenatally, the offspring show increased levels of glucocorticoids when they are subjected to stress later on in life.

Question: Does it matter how long someone is exposed to stress to have an impact on their memory?


Answer: levels that have increased drastically

Question: Whar does research show happens to blood glucorticoid levels during stressful events?


Answer: prenatally, the offspring show increased levels of glucocorticoids when they are subjected to stress later on in life.

Question: Can a unborn child face issues with stress than can affect their future abilities?


Answer: When subjects are asked to complete a learning task after short term exposure they have often difficulties

Question: Do the people studied in different research perform as well after stress as they did before becoming in contact with stressful situations?


Answer: The CA1 neurons found in the hippocampus

Context: Stressful life experiences may be a cause of memory loss as a person ages. Glucocorticoids that are released during stress damage neurons that are located in the hippocampal region of the brain. Therefore, the more stressful situations that someone encounters, the more susceptible they are to memory loss later on. The CA1 neurons found in the hippocampus are destroyed due to glucocorticoids decreasing the release of glucose and the reuptake of glutamate. This high level of extracellular glutamate allow calcium to enter NMDA receptors which in return kills neurons. Stressful life experiences can also cause repression of memories where a person moves an unbearable memory to the unconscious mind. This directly relates to traumatic events in one's past such as kidnappings, being prisoners of war or sexual abuse as a child.

Question: What neurons are damaged during stressful events?


Answer: the more stressful situations that someone encounters,

Question: What can make someone more prone to memory loss as they age?


Answer: repression of memories where a person moves an unbearable memory to the unconscious mind

Question: What will a person often do with extremely stressful memories?


Answer: high level of extracellular glutamate allow calcium to enter NMDA receptors

Question: What is the cause of neuron loss due to stress?


Answer: There have been several studies which show that sleep improves the retention of memory,

Context: Sleep does not affect acquisition or recall while one is awake. Therefore, sleep has the greatest effect on memory consolidation. During sleep, the neural connections in the brain are strengthened. This enhances the brain’s abilities to stabilize and retain memories. There have been several studies which show that sleep improves the retention of memory, as memories are enhanced through active consolidation. System consolidation takes place during slow-wave sleep (SWS). This process implicates that memories are reactivated during sleep, but that the process doesn’t enhance every memory. It also implicates that qualitative changes are made to the memories when they are transferred to long-term store during sleep. When you are sleeping, the hippocampus replays the events of the day for the neocortex. The neocortex then reviews and processes memories, which moves them into long-term memory. When you do not get enough sleep it makes it more difficult to learn as these neural connections are not as strong, resulting in a lower retention rate of memories. Sleep deprivation makes it harder to focus, resulting in inefficient learning. Furthermore, some studies have shown that sleep deprivation can lead to false memories as the memories are not properly transferred to long-term memory. Therefore, it is important to get the proper amount of sleep so that memory can function at the highest level. One of the primary functions of sleep is thought to be the improvement of the consolidation of information, as several studies have demonstrated that memory depends on getting sufficient sleep between training and test. Additionally, data obtained from neuroimaging studies have shown activation patterns in the sleeping brain that mirror those recorded during the learning of tasks from the previous day, suggesting that new memories may be solidified through such rehearsal.

Question: Does sleep hurt a persons memory?


Answer: slow-wave sleep

Question: What does SWS stand for?


Answer: System consolidation

Question: What take place during SWS?


Answer: reviews and processes memories, which moves them into long-term memory

Question: What is the role of the neocortex whe it relates to memory?


Answer: activation patterns in the sleeping brain that mirror those recorded during the learning of tasks from the previous day

Question: In studies what is a relationship between sleeping and learning?


Answer: people can improve cognitive function and brain efficiency

Context: A UCLA research study published in the June 2006 issue of the American Journal of Geriatric Psychiatry found that people can improve cognitive function and brain efficiency through simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction into their daily lives. This study examined 17 subjects, (average age 53) with normal memory performance. Eight subjects were asked to follow a "brain healthy" diet, relaxation, physical, and mental exercise (brain teasers and verbal memory training techniques). After 14 days, they showed greater word fluency (not memory) compared to their baseline performance. No long term follow up was conducted, it is therefore unclear if this intervention has lasting effects on memory.

Question: Can one increase their brain efficency?


Answer: simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction

Question: What can a person do to increase their brain efficiency?


Answer: After 14 days, they showed greater word fluency (not memory) compared to their baseline performance.

Question: In a study performed with 17 subjects, what relationship did healthy changes and brain efficiency have?


Answer: it is therefore unclear if this intervention has lasting effects on memory.

Question: Do lifestyle changes definitely have an affect on long term memory?


Answer: amnesia.

Context: Much of the current knowledge of memory has come from studying memory disorders, particularly amnesia. Loss of memory is known as amnesia. Amnesia can result from extensive damage to: (a) the regions of the medial temporal lobe, such as the hippocampus, dentate gyrus, subiculum, amygdala, the parahippocampal, entorhinal, and perirhinal cortices or the (b) midline diencephalic region, specifically the dorsomedial nucleus of the thalamus and the mammillary bodies of the hypothalamus. There are many sorts of amnesia, and by studying their different forms, it has become possible to observe apparent defects in individual sub-systems of the brain's memory systems, and thus hypothesize their function in the normally working brain. Other neurological disorders such as Alzheimer's disease and Parkinson's disease can also affect memory and cognition. Hyperthymesia, or hyperthymesic syndrome, is a disorder that affects an individual's autobiographical memory, essentially meaning that they cannot forget small details that otherwise would not be stored. Korsakoff's syndrome, also known as Korsakoff's psychosis, amnesic-confabulatory syndrome, is an organic brain disease that adversely affects memory by widespread loss or shrinkage of neurons within the prefrontal cortex.

Question: What is a term to describe memory loss?


Answer: Alzheimer's disease and Parkinson's disease

Question: What diseases can have a major imact on memory?


Answer: an organic brain disease that adversely affects memory by widespread loss or shrinkage of neurons within the prefrontal cortex.

Question: What is Korsakoff's syndrome?


Answer: There are many sorts of amnesia,

Question: Is amnesia only seen in one form?


Answer: that they cannot forget small details that otherwise would not be stored

Question: What happens to a person whose autobiographic memory is damaged?


Answer: has many cognitive benefits and effects on the brain.

Context: Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.

Question: Does excersice have any role on cognitive brain function?


Answer: The effects of exercise on memory have important implications for improving children's academic performance

Question: Is a child who excercies likely to perform better in school?


Answer: increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus

Question: What positive things can happen to your brain when you excersise?


Answer: aerobic exercises

Question: What type of excercise has shown the best benefit for the brain?


Answer: when material is linked to the learning context,

Context: However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards – a computerized version of the card game "Concentration" or "Memory". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.

Question: What can impact memory performance in a positive way?


Answer: both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.

Question: In their study what was the relationship that both groups shared?


Answer: strong cue for memory.

Question: What can the scent of vanilla be used for?


Answer: memory impairment and the detrimental effects of stress on learning can be attenuated.

Question: What did a study performed by Schwabe and wolf show?


Answer: were asked to remember the locations of 15 pairs of picture cards –

Question: In Schwabe and wolfs study what where particpants asked to memorize?


Answer: repeatedly imagine actions that they have never performed or events that they have never experienced

Context: Interestingly, research has revealed that asking individuals to repeatedly imagine actions that they have never performed or events that they have never experienced could result in false memories. For instance, Goff and Roediger (1998) asked participants to imagine that they performed an act (e.g., break a toothpick) and then later asked them whether they had done such a thing. Findings revealed that those participants who repeatedly imagined performing such an act were more likely to think that they had actually performed that act during the first session of the experiment. Similarly, Garry and her colleagues (1996) asked college students to report how certain they were that they experienced a number of events as children (e.g., broke a window with their hand) and then two weeks later asked them to imagine four of those events. The researchers found that one-fourth of the students asked to imagine the four events reported that they had actually experienced such events as children. That is, when asked to imagine the events they were more confident that they experienced the events.

Question: What can cause a person to have fake memories?


Answer: Goff and Roediger

Question: Who performed a study that showed the similarirty of imaginging doing something and then later remembering actually doing that task?


Answer: researchers found that one-fourth of the students asked to imagine the four events reported that they had actually experienced such events as children

Question: What did a similar study done by Garry find?


Answer: our memories are constructed

Context: Although people often think that memory operates like recording equipment, it is not the case. The molecular mechanisms underlying the induction and maintenance of memory are very dynamic and comprise distinct phases covering a time window from seconds to even a lifetime. In fact, research has revealed that our memories are constructed. People can construct their memories when they encode them and/or when they recall them. To illustrate, consider a classic study conducted by Elizabeth Loftus and John Palmer (1974) in which people were instructed to watch a film of a traffic accident and then asked about what they saw. The researchers found that the people who were asked, "How fast were the cars going when they smashed into each other?" gave higher estimates than those who were asked, "How fast were the cars going when they hit each other?" Furthermore, when asked a week later whether they have seen broken glass in the film, those who had been asked the question with smashed were twice more likely to report that they have seen broken glass than those who had been asked the question with hit. There was no broken glass depicted in the film. Thus, the wording of the questions distorted viewers’ memories of the event. Importantly, the wording of the question led people to construct different memories of the event – those who were asked the question with smashed recalled a more serious car accident than they had actually seen. The findings of this experiment were replicated around the world, and researchers consistently demonstrated that when people were provided with misleading information they tended to misremember, a phenomenon known as the misinformation effect.

Question: What has research shown about our memories?


Answer: when they encode them and/or when they recall them.

Question: How does a person build their memories?


Answer: that when people were provided with misleading information they tended to misremember, a phenomenon known as the misinformation effect.

Question: What did a study done by Elizabeth Loftus and John palmer show?


Answer: broken glass

Question: In their study what did people say they say when they really hadn't due to having the word "smashed" inserted into the question?


Answer: Rote learning

Context: Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.

Question: What is the most widely used way in learing?


Answer: states that people remember uncompleted or interrupted tasks better than completed ones.

Question: What is the Zeigarnik effect?


Answer: a method of learning that allows an individual to recall information verbatim

Question: What does memorization mean?


Answer: using visual alphabets.

Question: What learning tool did Cosmos rosselliius write about?


Answer: shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time

Question: What is the spacing effect?


Answer: 1790

Context: In 1790, the first federal population census was taken in the United States. Enumerators were instructed to classify free residents as white or "other." Only the heads of households were identified by name in the federal census until 1850. Native Americans were included among "Other;" in later censuses, they were included as "Free people of color" if they were not living on Indian reservations. Slaves were counted separately from free persons in all the censuses until the Civil War and end of slavery. In later censuses, people of African descent were classified by appearance as mulatto (which recognized visible European ancestry in addition to African) or black.

Question: When was the first federal population census taken in the US?


Answer: white or "other."

Question: What were the two categories for race in the census?


Answer: Only the heads of households

Question: Who all was identified by name in the house holds?


Answer: "Free people of color"

Question: What were Indians categorized as after they were included as others?


Answer: In 1790, the first federal population census was taken in the United States

Question: When was the first US federal population census taken?


Answer: . Enumerators were instructed to classify free residents as white or "other."

Question: How were enumerators instructed to classify residents?


Answer: Only the heads of households were identified by name in the federal census until 1850.

Question: Was every resident listed by name?


Answer: until the Civil War and end of slavery.

Question: when did any changes to counting procedures happen?


Answer: Slaves were counted separately from free persons

Question: Were all residents counted together or separately?


Answer: 1790

Question: When did the US begin to take census?


Answer: 1850

Question: At what point were all members of the household named on a census?


Answer: visible European ancestry in addition to African

Question: What does mulatto mean?


Answer: Native Americans

Question: Who were considered "free people of color"?


Answer: Indian reservations

Question: Where would a Native American live to not be counted in the census?


Answer: more than a dozen

Context: By 1990, the Census Bureau included more than a dozen ethnic/racial categories on the census, reflecting not only changing social ideas about ethnicity, but the wide variety of immigrants who had come to reside in the United States due to changing historical forces and new immigration laws in the 1960s. With a changing society, more citizens have begun to press for acknowledging multiracial ancestry. The Census Bureau changed its data collection by allowing people to self-identify as more than one ethnicity. Some ethnic groups are concerned about the potential political and economic effects, as federal assistance to historically underserved groups has depended on Census data. According to the Census Bureau, as of 2002, over 75% of all African Americans had multiracial ancestries.

Question: The Census Bureau had gone from two categories to how many by the 1990s?


Answer: over 75%

Question: By 2002, what percent of African Americans had multiracial ancestries?


Answer: due to changing historical forces and new immigration laws in the 1960s

Question: Why were there more immigrants in the US?


Answer: allowing people to self-identify as more than one ethnicity

Question: How had the Census Bureau changed its collection of data?


Answer: federal assistance

Question: What is one of the many outcomes of the Census data?


Answer: By 1990, the Census Bureau included more than a dozen ethnic/racial categories on the census,

Question: How many different ethnic categories were listed on the modern census?


Answer: The Census Bureau changed its data collection by allowing people to self-identify as more than one ethnicity

Question: Can people self identify as more than one ethnicity on the US census currently?


Answer: According to the Census Bureau, as of 2002, over 75% of all African Americans had multiracial ancestries.

Question: About how many African American have multiracial ancestries


Answer: Some ethnic groups are concerned about the potential political and economic effects, as

Question: Do some ethnic groups have concerns about census changes?


Answer: federal assistance to historically underserved groups has depended on Census data

Question: How is some federal assistance allocated to certain groups?


Answer: 1990

Question: Twelve or more categories for race and ethnicity were in the Census by when?


Answer: in the 1960s

Question: When did laws allow for more immigrants?


Answer: over 75%

Question: How many African Americans identify as multiracial on the Census of 2002?


Answer: assistance to historically underserved groups

Question: What type of federal assistance depends on Census data?


Answer: black (historically) or African American

Context: Americans with Sub-Saharan African ancestry for historical reasons: slavery, partus sequitur ventrem, one-eighth law, the one-drop rule of 20th-century legislation, have frequently been classified as black (historically) or African American, even if they have significant European American or Native American ancestry. As slavery became a racial caste, those who were enslaved and others of any African ancestry were classified by what is termed "hypodescent" according to the lower status ethnic group. Many of majority European ancestry and appearance "married white" and assimilated into white society for its social and economic advantages, such as generations of families identified as Melungeons, now generally classified as white but demonstrated genetically to be of European and sub-Saharan African ancestry.

Question: Americans with African ancestry have always been classified as what race?


Answer: hypodescent

Question: What were slaves and others of African ancestry classified by what term?


Answer: European and sub-Saharan African ancestry

Question: Melungeons are generally classified as white but what are they genetically what other races?


Answer: for its social and economic advantages

Question: What did many with European ancetry "marry white" and want to be part of the white society?


Answer: Americans with Sub-Saharan African ancestry

Question: Which Americans have been historically classified as African American or black?


Answer: slavery became a racial caste

Question: What caused lower classification status for African Americans?


Answer: Many of majority European ancestry and appearance "married white" and assimilated into white society

Question: How did many multiracial Americans attain social and economic advantages?


Answer: slavery, partus sequitur ventrem, one-eighth law, the one-drop rule of 20th-century legislation

Question: What are some historical reasons multiracial Americans have been classified as black?


Answer: Melungeons,

Question: What is the group called who are genetically sub Saharan and European but are classified as white?


Answer: genetically to be of European and sub-Saharan African ancestry.

Question: What is Melungeon?


Answer: assimilated into white society

Question: What does it mean to have "marred white"?


Answer: black (historically) or African American

Question: What were those with Sub-Saharan African ancestory classified as?


Answer: hypodescent

Question: What were slaves and Africans classified by?


Answer: more people are openly forming interracial unions

Context: After a lengthy period of formal racial segregation in the former Confederacy following the Reconstruction Era, and bans on interracial marriage in various parts of the country, more people are openly forming interracial unions. In addition, social conditions have changed and many multiracial people do not believe it is socially advantageous to try to "pass" as white. Diverse immigration has brought more mixed-race people into the United States, such as the large population of Hispanics identifying as mestizos. Since the 1980s, the United States has had a growing multiracial identity movement (cf. Loving Day). Because more Americans have insisted on being allowed to acknowledge their mixed racial origins, the 2000 census for the first time allowed residents to check more than one ethno-racial identity and thereby identify as multiracial. In 2008 Barack Obama was elected as the first multiracial President of the United States; he acknowledges both sides of his family and identifies as African American.

Question: What is the effect of there no longer being a stigma on interracial marriage?


Answer: Diverse immigration

Question: What has caused more people of mixed races to the US?


Answer: in the former Confederacy following the Reconstruction Era

Question: When was there a period of formal racial segregation?


Answer: Barack Obama

Question: Who was elected and was the first multiracial president of the United States?


Answer: Because more Americans have insisted on being allowed to acknowledge their mixed racial origins

Question: Why were Americans allowed to start checking more than one box to identify their race in the Census in 200?


Answer: In 2008 Barack Obama was elected as the first multiracial President of the United States

Question: Who was the first multiracial president elected in the US


Answer: Since the 1980s, the United States has had a growing multiracial identity movement

Question: When did the US begin to experience a growing multiracial identity movement?


Answer: large population of Hispanics identifying as mestizos

Question: Who are "mestizos"?


Answer: the 2000 census for the first time allowed residents to check more than one ethno-racial identity and thereby identify as multiracial

Question: When did the US census start to allow residents to mark more than one ethno-racial identity on the census form?


Answer: . Diverse immigration has brought more mixed-race people into the United States

Question: What has brought more mixed race people to the US?


Answer: try to "pass" as white

Question: What was it once considered socially advantageous to do?


Answer: Loving Day

Question: What is an example of the multiracial identity movement at work?


Answer: African American

Question: What does the first multiracial president identify as?


Answer: 2000

Question: When did the census begin allowing multiple boxes to be checked?


Answer: 2008

Question: When was an African American president elected?


Answer: Anti-miscegenation laws

Context: Anti-miscegenation laws were passed in most states during the 18th, 19th and early 20th centuries, but this did not prevent white slaveholders, their sons, or other powerful white men from taking slave women as concubines and having multiracial children with them. In California and the western US, there were greater numbers of Latino and Asian residents. These were prohibited from official relationships with whites. White legislators passed laws prohibiting marriage between European and Asian Americans until the 1950s.

Question: What were put in place to prevent the mix of races?


Answer: white men from taking slave women as concubines and having multiracial children with them

Question: Why did the anti-miscegenation not insure that there was no interracial mixing?


Answer: In California and the western US

Question: Where was there greater numbers of Latinos and Asian residents?


Answer: 1950s

Question: When were the laws against marriage between Asians and Europeans lifted?


Answer: Latino and Asian residents

Question: What races were prohibited from official relationships with whites?


Answer: Anti-miscegenation laws were passed in most states during the 18th, 19th and early 20th centuries

Question: When were anti-miscegenation laws passed?


Answer: were prohibited from official relationships with whites.

Question: Were Latino residents also prohibited from marrying whites?


Answer: this did not prevent white slaveholders, their sons, or other powerful white men from taking slave women as concubines

Question: Did these laws change behavior of white slaveholders and other powerful white men?


Answer: In California and the western US,

Question: Which region has greater numbers of Latino and Asian residents?


Answer: White legislators passed laws prohibiting marriage between European and Asian Americans until the 1950s.

Question: Were there any laws against marriage between whites and Asians in the US?


Answer: Latino and Asian residents

Question: In the western US, who were not allowed to have relationships with whites?


Answer: the 1950s

Question: When did laws stop banning marriage between whites and asians?


Answer: white slaveholders, their sons, or other powerful white men

Question: Who were taking slaves as concubines?


Answer: After the American Revolutionary War

Context: After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.

Question: When did the numbers of free people of color increase dramatically?


Answer: in programs of gradual emancipation

Question: How were the laws in New York abolished?


Answer: more than two decades to be completed

Question: How long did it take for states like New York to abolish all slave laws?


Answer: Quaker and Methodist preachers

Question: Who in the south were urging their churches to free their slaves in the south?


Answer: The last slaves in New York were not freed until 1827.

Question: When were the last slaves freed in New York state?


Answer: After the American Revolutionary War

Question: When did the number of free people of color begin to increase in the North and South?


Answer: Quaker and Methodist preachers in the South urged slaveholders to free their slaves

Question: Who implored slaveholders to free their slaves?


Answer: Revolutionary ideals led many men to free their slaves

Question: What caused many slaveholder to free their slaves?


Answer: the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.

Question: How much did the percentage of free people in the South change from 1782 to 1810?


Answer: gradual emancipation

Question: What is it called when it takes several years for slaves to be freed in a program?


Answer: 1827

Question: The last slave in New York was freed when?


Answer: Second Great Awakening

Question: What caused Quaker and Methodist preachers to want to free slaves?


Answer: nearly 10 percent

Question: In 1810, how many black people were considered free?


Answer: Revolutionary ideals

Question: What caused many men to free slaves from 1782 to 1810?


Answer: defining as black, persons with any known African ancestry

Context: In their attempt to ensure white supremacy decades after emancipation, in the early 20th century, most southern states created laws based on the one-drop rule, defining as black, persons with any known African ancestry. This was a stricter interpretation than what had prevailed in the 19th century; it ignored the many mixed families in the state and went against commonly accepted social rules of judging a person by appearance and association. Some courts called it "the traceable amount rule." Anthropologists called it an example of a hypodescent rule, meaning that racially mixed persons were assigned the status of the socially subordinate group.

Question: What is the one-drop rule?


Answer: "the traceable amount rule."

Question: What did some courts call the one-drop rule?


Answer: meaning that racially mixed persons were assigned the status of the socially subordinate group

Question: What is a hypodesecnt rule?


Answer: in the early 20th century

Question: When was the one-drop rule in effect?


Answer: black, persons with any known African ancestry.

Question: What is the one-drop rule?


Answer: racially mixed persons were assigned the status of the socially subordinate group.

Question: What is the hypodescent rule?


Answer: In their attempt to ensure white supremacy decades after emancipation

Question: Why were laws like the one drop rule enacted?


Answer: it ignored the many mixed families in the state and went against commonly accepted social rules of judging a person by appearance and association.

Question: What made the one drop rule stricter than rules in the 19th century?


Answer: persons with any known African ancestry

Question: In the early 1900s, what was did black mean in southern states?


Answer: judging a person by appearance and association.

Question: Prior to the 1900s, what was the socially accepted rule for racial interpretation?


Answer: a hypodescent rule

Question: What rule means multiracial people are given status of the socially subordinate group?


Answer: the one-drop rule

Question: What was the rule used in law in the 1900s called?


Answer: the traceable amount rule

Question: What was the rule in the 1800s called?


Answer: In the 2010 US census, approximately 9 million individuals, or 2.9% of the population, self-identified as multiracial.

Context: Multiracial Americans are Americans who have mixed ancestry of "two or more races". The term may also include Americans of mixed-race ancestry who self-identify with just one group culturally and socially (cf. the one-drop rule). In the 2010 US census, approximately 9 million individuals, or 2.9% of the population, self-identified as multiracial. There is evidence that an accounting by genetic ancestry would produce a higher number, but people live according to social and cultural identities, not DNA. Historical reasons, including slavery creating a racial caste and the European-American suppression of Native Americans, often led people to identify or be classified by only one ethnicity, generally that of the culture in which they were raised. Prior to the mid-20th century, many people hid their multiracial heritage because of racial discrimination against minorities. While many Americans may be biologically multiracial, they often do not know it or do not identify so culturally, any more than they maintain all the differing traditions of a variety of national ancestries.

Question: Approximentally how many Americans identified themselves as multiracial in the 2010 US census?


Answer: many people hid their multiracial heritage because of racial discrimination against minorities

Question: Why did muticultural Americans hid their heritage?


Answer: Prior to the mid-20th century, many people hid their multiracial heritage because of racial discrimination against minorities.

Question: Before the mid-20th century were people open about their muticultural heritage and why or why not?


Answer: While many Americans may be biologically multiracial, they often do not know it

Question: Are all muticultural Americans aware of their cultural heritage?


Answer: Multiracial Americans are Americans who have mixed ancestry of "two or more races"

Question: What is the accepted definition of "multicultural" ancestry?


Answer: In the 2010 US census, approximately 9 million individuals, or 2.9% of the population, self-identified as multiracial.

Question: Approximentally how many Americans identified themselves as multiracial in the 2010 US census?


Answer: Multiracial Americans are Americans who have mixed ancestry of "two or more races".

Question: What is the accepted definition of "multicultural" ancestry?


Answer: Prior to the mid-20th century, many people hid their multiracial heritage because of racial discrimination against minorities

Question: Why did muticultural Americans hid their heritage?


Answer: , generally that of the culture in which they were raised.

Question: Which cultural do multicultural people usually identify with?


Answer: While many Americans may be biologically multiracial, they often do not know it

Question: Are all multicultural Americans aware of their heritage?


Answer: mixed ancestry of "two or more races"

Question: What does it mean to be a mutliracial?


Answer: approximately 9 million individuals

Question: How many multiracial people in the US were there in 2010?


Answer: the mid-20th century

Question: When did people stop hiding mutliracial heritage?


Answer: the culture in which they were raised

Question: What are people most likely to identify themselves as?


Answer: higher number

Question: Would DNA show a higher number or lower number of mutliracial people than those reported in the census?


Answer: two or more races

Question: What does it mean to be a mutliracial?


Answer: approximately 9 million individuals

Question: How many multiracial people in the US were there in 2010?


Answer: the mid-20th century

Question: When did people stop hiding mutliracial heritage?


Answer: The African-American Civil Rights Movement

Context: The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955–1968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.

Question: What occured from 1955 to 1968?


Answer: less than 5%

Question: How much of the population identified as mixed race in the 2000s?


Answer: a social construct

Question: What is race sometimes seen as?


Answer: The American people

Question: Who are descendents of various culturally distinct groups?


Answer: mixed racial ancestry

Question: What does affect recent identification in many cases?


Answer: Europeans living among Indigenous Americans

Context: Some Europeans living among Indigenous Americans were called "white Indians". They "lived in native communities for years, learned native languages fluently, attended native councils, and often fought alongside their native companions." More numerous and typical were traders and trappers, who married Indigenous American women from tribes on the frontier and had families with them. Some traders, who kept bases in the cities, had what ware called "country wives" among Indigenous Americans, with legal European-American wives and children at home in the city. Not all abandoned their "natural" mixed-race children. Some arranged for sons to be sent to European-American schools for their education.

Question: Who were considered "white Indians"?


Answer: Some traders

Question: Who had Indigenous "Country wives"?


Answer: "white Indians"

Question: Who lived in native communities, speaking the language and participating in the affairs of tribes?


Answer: for their education

Question: Why were some multiracial children sent to Europe?


Answer: in the city

Question: Where were legal wives usually kept?


Answer: In the colonial years

Context: In the colonial years, while conditions were more fluid, white women, indentured servant or free, and African men, servant, slave or free, made unions. Because the women were free, their mixed-race children were born free; they and their descendants formed most of the families of free people of color during the colonial period in Virginia. The scholar Paul Heinegg found that eighty percent of the free people of color in North Carolina in censuses from 1790–1810 could be traced to families free in Virginia in colonial years.

Question: When could white women and black men be in a union?


Answer: Virginia in colonial years

Question: Where did 80% of free people of color in NC come from?


Answer: scholar

Question: What is Paul Heinegg?


Answer: from 1790–1810

Question: What censuses did he study?


Answer: slaves

Context: Sometimes people of mixed African-American and Native American descent report having had elder family members withholding pertinent genealogical information. Tracing the genealogy of African Americans can be a very difficult process, as censuses did not identify slaves by name before the American Civil War, meaning that most African Americans did not appear by name in those records. In addition, many white fathers who used slave women sexually, even those in long-term relationships like Thomas Jefferson's with Sally Hemings, did not acknowledge their mixed-race slave children in records, so paternity was lost.

Question: Who were not identified by name on the census before the civil war?


Answer: Sally Hemings

Question: Who was Thomas Jefferson in a relationship with?


Answer: paternity

Question: Not recognizing white fatherhood for multiracial slave children cause what to be lost?


Answer: elder family members

Question: Who will not reveal full ancestral data to mixed race people?


Answer: traders

Context: During the 1800s Christian missionaries from Great Britain and the United States followed traders to the Hawaiian islands. Long-termly, the Anglo-Saxon presence negatively impacted the level of regard Hawaiian royal women held for their own indigenous looks. For centuries prior the arrival of Christians, first nation Hawaiian aesthetics, such as dark skin and ample bodies, had been considered signs of nobility. No matter how much they adapted their mannerisms to Western standard, some of the Anglo-Saxon missionaries were relentless in referring to the indigenous women as "Hawaiian squaws." By the last half of the 19th century, some Hawaiian women began marrying European men who found them exotic. The men, however, selected Hawaiian women who were thinner and paler in complexion.

Question: Who brought Christian missionaries to Hawaii?


Answer: the Anglo-Saxon presence

Question: What cause royal Hawaiian females to find themselves ugly?


Answer: dark skin and ample bodies

Question: What are some examples of how a noble person should look before Christians came?


Answer: Hawaiian squaws

Question: What did westerners call the women of Hawaii?


Answer: By the last half of the 19th century

Question: When would white men marry the paler and thinner Hawaiian ladies?


Answer: white Democrats

Context: Racial discrimination continued to be enacted in new laws in the 20th century, for instance the one-drop rule was enacted in Virginia's 1924 Racial Integrity Law and in other southern states, in part influenced by the popularity of eugenics and ideas of racial purity. People buried fading memories that many whites had multiracial ancestry. Many families were multiracial. Similar laws had been proposed but not passed in the late nineteenth century in South Carolina and Virginia, for instance. After regaining political power in Southern states by disenfranchising blacks, white Democrats passed laws to impose Jim Crow and racial segregation to restore white supremacy. They maintained these until forced to change in the 1960s and after by enforcement of federal legislation authorizing oversight of practices to protect the constitutional rights of African Americans and other minority citizens.

Question: Who are blamed in this paragraph for Jim Crow laws?


Answer: 1924

Question: When did Virginia add the one drop rule to their laws?


Answer: to restore white supremacy

Question: Why were laws limiting people of color passed?


Answer: eugenics and ideas of racial purity

Question: What had popularity in the early 20th century that caused rising racial discrimination?


Answer: that many whites had multiracial ancestry.

Question: What fact was ignored by enacting one-drop rule laws?


Answer: exceed one-fourth

Context: The phenomenon known as "passing as white" is difficult to explain in other countries or to foreign students. Typical questions are: "Shouldn't Americans say that a person who is passing as white is white, or nearly all white, and has previously been passing as black?" or "To be consistent, shouldn't you say that someone who is one-eighth white is passing as black?" ... A person who is one-fourth or less American Indian or Korean or Filipino is not regarded as passing if he or she intermarries with and joins fully the life of the dominant community, so the minority ancestry need not be hidden. ... It is often suggested that the key reason for this is that the physical differences between these other groups and whites are less pronounced than the physical differences between African blacks and whites, and therefore are less threatening to whites. ... [W]hen ancestry in one of these racial minority groups does not exceed one-fourth, a person is not defined solely as a member of that group.

Question: A person is not a member of a racial minority if ancetry does not what?


Answer: African blacks and whites

Question: Who are consdered to have the most physical differences?


Answer: less threatening to whites

Question: What are groups other than blacks considered to be?


Answer: Geneticists

Context: Population testing is still being done. Some Native American groups that have been sampled may not have shared the pattern of markers being searched for. Geneticists acknowledge that DNA testing cannot yet distinguish among members of differing cultural Native American nations. There is genetic evidence for three major migrations into North America, but not for more recent historic differentiation. In addition, not all Native Americans have been tested, so scientists do not know for sure that Native Americans have only the genetic markers they have identified.

Question: Who says genetic tests can't tell the difference between different Native American nations?


Answer: the pattern of markers

Question: What are geneticists looking for?


Answer: three major migrations into North America

Question: What is there genetic evidence of?


Answer: marginalized by U.S. society

Context: Some multiracial individuals feel marginalized by U.S. society. For example, when applying to schools or for a job, or when taking standardized tests, Americans are sometimes asked to check boxes corresponding to race or ethnicity. Typically, about five race choices are given, with the instruction to "check only one." While some surveys offer an "other" box, this choice groups together individuals of many different multiracial types (ex: European Americans/African-Americans are grouped with Asian/Native American Indians).

Question: How do some mixed raced people feel?


Answer: Typically, about five race choices

Question: How many racial choices are there on standardized tests?


Answer: only one

Question: How many race choices may someone check?


Answer: groups together individuals of many different multiracial types

Question: What does the "other" box do?


Answer: when applying to schools or for a job

Question: When do mixed race individuals feel marginalized?


Answer: social acceptance

Context: Prior to the one-drop rule, different states had different laws regarding color. More importantly, social acceptance often played a bigger role in how a person was perceived and how identity was construed than any law. In frontier areas, there were fewer questions about origins. The community looked at how people performed, whether they served in the militia and voted, which were the responsibilities and signs of free citizens. When questions about racial identity arose because of inheritance issues, for instance, litigation outcomes often were based on how people were accepted by neighbors.

Question: What usually played a larger role than laws regarding a person's race?


Answer: frontier areas

Question: Where did people not ask about racial background?


Answer: they served in the militia and voted

Question: What were the hallmarks of free citizens?


Answer: neighbors

Question: Whos acceptance decided inheritance issues?


Answer: Kenya

Context: Since the late twentieth century, the number of African and Caribbean ethnic African immigrants have increased in the United States. Together with publicity about the ancestry of President Barack Obama, whose father was from Kenya, some black writers have argued that new terms are needed for recent immigrants. They suggest that the term "African-American" should refer strictly to the descendants of African slaves and free people of color who survived the slavery era in the United States. They argue that grouping together all ethnic Africans regardless of their unique ancestral circumstances would deny the lingering effects of slavery within the American slave descendant community. They say recent ethnic African immigrants need to recognize their own unique ancestral backgrounds.

Question: The President's father is from what country?


Answer: American slave descendant community

Question: What community still has some effects of slavery?


Answer: recognize their own unique ancestral backgrounds

Question: What must Africans who recently immigrated do?


Answer: some black writers

Question: Who argue for a term other than African American to describe recent immigrants?


Answer: In the 1980s

Context: In the 1980s, parents of mixed-race children began to organize and lobby for the addition of a more inclusive term of racial designation that would reflect the heritage of their children. When the U.S. government proposed the addition of the category of "bi-racial" or "multiracial" in 1988, the response from the public was mostly negative. Some African-American organizations, and African-American political leaders, such as Congresswoman Diane Watson and Congressman Augustus Hawkins, were particularly vocal in their rejection of the category, as they feared the loss of political and economic power if African Americans reduced their numbers by self-identification.

Question: When did multiracial people start to organize for more inclusive racial identifiers?


Answer: mostly negative

Question: What was the response to the idea of identifying people as biracial or multiracial?


Answer: if African Americans reduced their numbers by self-identification

Question: What could have cause loss of power via the use of the term biracial and multiracial?


Answer: Congresswoman Diane Watson and Congressman Augustus Hawkins

Question: Who are some of the opponents of biracial and multiracial as identifiers?


Answer: the tribe's kinship system

Context: The social identity of the children was strongly determined by the tribe's kinship system. Among the matrilineal tribes of the Southeast, the mixed-race children generally were accepted as and identified as Indian, as they gained their social status from their mother's clans and tribes, and often grew up with their mothers and their male relatives. By contrast, among the patrilineal Omaha, for example, the child of a white man and Omaha woman was considered "white"; such mixed-race children and their mothers would be protected, but the children could formally belong to the tribe as members only if adopted by a man.

Question: What determined a child's social identity?


Answer: matrilineal

Question: What heritage system do Southeast tribes use?


Answer: Indian

Question: What were multiracial children with a tribal mother considered to be in tribes of the Southeast?


Answer: white

Question: What race did the Omaha view a multiracial child with a white father to be?


Answer: if adopted by a man

Question: How could a white child be considered a member of the Omaha tribe?


Answer: Charles Eastman

Context: In the late 19th century, three European-American middle-class female teachers married Indigenous American men they had met at Hampton Institute during the years when it ran its Indian program. In the late nineteenth century, Charles Eastman, a physician of European and Sioux ancestry who trained at Boston University, married Elaine Goodale, a European-American woman from New England. They met and worked together in Dakota Territory when she was Superintendent of Indian Education and he was a doctor for the reservations. His maternal grandfather was Seth Eastman, an artist and Army officer from New England, who had married a Sioux woman and had a daughter with her while stationed at Fort Snelling in Minnesota.

Question: Who was a doctor?


Answer: Sioux woman

Question: Who did the relative of the doctor marry?


Answer: Seth Eastman

Question: Who was the doctor related to?


Answer: three European-American middle-class female teachers

Question: Who met their husbands at the Hampton institute?


Answer: Sioux

Question: What tribe was Eastman related to?


Answer: Sherrel W. Stewart

Context: The writer Sherrel W. Stewart's assertion that "most" African Americans have significant Native American heritage, is not supported by genetic researchers who have done extensive population mapping studies. The TV series on African-American ancestry, hosted by the scholar Henry Louis Gates, Jr., had genetics scholars who discussed in detail the variety of ancestries among African Americans. They noted there is popular belief in a high rate of Native American admixture that is not supported by the data that has been collected. (Reference is coming)

Question: Who said many African Americans have NAtive American heritage?


Answer: genetic researchers who have done extensive population mapping studies

Question: Who disproved Sherrel's hypothesis?


Answer: Henry Louis Gates

Question: Who hosts a TV series on the genetic history of African Americans?


Answer: explorers and soldiers

Context: Interracial relationships have had a long history in North America and the United States, beginning with the intermixing of European explorers and soldiers, who took native women as companions. After European settlement increased, traders and fur trappers often married or had unions with women of native tribes. In the 17th century, faced with a continuing, critical labor shortage, colonists primarily in the Chesapeake Bay Colony, imported Africans as laborers, sometimes as indentured servants and, increasingly, as slaves. African slaves were also imported into New York and other northern ports by the Dutch and later English. Some African slaves were freed by their masters during these early years.

Question: What jobs did the earliest Europeans who mingled with natives hold?


Answer: traders and fur trappers

Question: Who started marrying or having unions with native women after settlment increased?


Answer: a continuing, critical labor shortage

Question: Why did Chesapeake Bay colonists begin to buy slaves?


Answer: the Dutch

Question: Who first imported slaves to New York?


Answer: their masters

Question: Who freed some of the early slaves?