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Chrissy Le

Harvard Education Letter - 2 views

  • Behaviors like embracing novel experiences, supporting peers, even pestering parents for lessons can predict whether a child will emerge as a leader in adulthood, according to researchers who say they are the first to plot a pathway from childhood experiences to adult leadership.
  • new studies use longitudinal data
  • relative importance of factors such as the role of parents, inner motivational drive, intelligence, childhood social skills, and personality traits like extroversion
  • ...23 more annotations...
  • 106 subjects
  • one through age 29
  • everyday” leaders
  • “taking on the role of and engaging in the process of influencing others toward a common endeavor, goal or cause, regardless of designated formal position.
  • Researchers met with the children (and parents) twice a year for the first four years, then once a year through age 17 and once at 24 and again at 29.
  • 20 for each child
  • 18,000 variables
  • hat children as young as two reveal temperaments that predict for later leadership
  • novel situation
  • more extroverted, socially engaging and become everyday leaders.”
  • children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults.
  • quest to acquire new skills and knowledge
  • invested in and committed
  • parent’s support i
  • stronger motivation trumped higher IQ
  • She says the study offers a strong argument for schools “to do things fundamentally differently.
  • Carol S. Dweck
  • growth mindset
  • schools place such heavy emphasis on extrinsic rewards like test scores and classroom prizes that they risk stifling development of students’ inner drive.
    • Daryl Bambic
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
       
      (after researching what "extrinsic" meant..) I agree with what Dweck and Adele Gottfriend observed- that we focus/reinforce exterior rewards like grades so greatly that students are at risk of losing their inner motivation. I think that especially in our youth we focus a lot numerical values like test scores and especially money (which, in the long run really do make up our future) so much, that we lack having motivation in what we truly want to do with ourselves. For example, at WIC, marks are a huge deal- however lets say, a top A student truly desires to become a photographer, yet, at school he or she is so convinced that they must do well within the 'extrinsic rewards' that they loose their passion. This isn't to say that it's a bad thing, but I think that often times who we are "meant to be" is diminished/over-shadowed by what society(SCHOOL) tells us we should do and focus on.
    • Julian Pendenza
       
      I do agree with this statement due to the fact that kids today have a lot of pressure and feel the need to get good marks, only because schools put heavy emphasis on it, and not because they are motivated. People have to realize that school is not just about getting good grades, but also it is about finding yourself and seeing what you would like to do in the future.
    • Marie-Lise Pagé
       
      I agree that teens focus a lot on their marks and that they don't take the time to get invovle in after school's activities. Because they need to have good marks to go to College, they have so much pressure to be one of the best students and that prevents them to show their leadership by being in charge of some activities in their school or in the community. Also, the marks give them an idea of how good they are at something and it makes them proud and they know it will help them for the future because it will be easier to get accepted in Cegep. However, when they get involve in an activity the reward is not numerical so they don't know that it will help them in the future.
    • Matthew Schaffer
       
      I do agree, I think schools want students to be academicaly knowledgable that they forget about the "street smarts" as we say. However, not all schools do this. Schools like WIC have a huge variety of E.C.A's that we can also get rewarded for. There is the new tie that shows how good of an athelete you are. SOme schools are taking the step up, however it is true that most schools look to closely into the academics of a child and not into their personality.
    • Ally Talarico
       
      I do not agree with this statement. I think that the reward system teaches discipline. It teaches that if you want good marks and you want to succeed, you must work hard by putting time and effort into your school books. Much of the time, we are graded on creativity but in some cases like Math class, a teacher cannot give a grade on the growth of one's mindset when the answer is not subjective. The grading system is not broken, so why are we trying to fix it? In my opinion, I think this is just another psychological fad like many. 
    • mauromongiat
       
      I do agree that schools put a lot of emphasis on grades and that our educational system is based on students getting better grades. Schools focus too much on the grades of each student. To be able to succeed in a career two things must be achieved the intelligence or knowledge and the ambition for success. In our schools we cannot only teach one part of the road to success, we must also encourage students to follow in what they want and to dedicate everything to it. With motivation and the drive to succeed people can achieve almost anything and we must teach that being motivated for a subject is better than having the smarts for it. Success comes with motivation and perseverance without them there is no way you can become successful. 
    • Camil Darwiche
       
      Personally, I don't agree with schools putting such emphasis on marks. But I can see where they are coming from. Later in life (cegep, university, etc.), students will be based on marks and not on enthusiasm or how they organize extra curricular activities. High school is supposed to prepare you for cegep and university. On the other hand, if all levels of schooling (from elementary school to university) were not based on extrinsic reward systems, there would be many more visionaries and independent workers coming out of school.
    • michelle tappert
       
      I agree with this statement because in my opinion, youth these days are focused on grades and numbers as motivation when we should be focusing on the reasons why we want to succeed. The reason why we focus on this is because of the influence for school but it has nothing to do with the fact that they are motivated. I believe that schools put too much emphasis on being "book smart" which is evidentially a good thing but they don't realize that that knowledge is only useful if they teach "street smarts" as well. It is important to be book smart and know all the facts but for kids to be motivated, they need to relate it to real life which is where the motivation should come from. 
    • Lauren Ganze
       
      I concur with the previous answers: schools tend to focus on pure knowledge and rewarding those who regurgitate memorized facts. The educational system usually ends up ignoring those who step up and try to use this knowledge, or dissuading them by giving them low marks and negative feedback until they conform to the system. We impress certain ideals and behaviours into children, and of this group of values, nourishing leadership is excluded in favour of teaching kids how to follow and how to work for immediate, physical rewards.
    • Julian Posteraro
       
      Yes I agree with this statement. The grading system holds back students from being open with their thoughts compared to what the teachers want them to think. Students should have freedom which would help them be more open minded. After school activities and natural intelligence are aspects that students can be good at outside of the classrooms. Success is based not only on grades, but on ambition, determination and perseverance also. 
    • Eli Michon
       
      I disagree. I believe that too much pressure on marks, awards, etc. leaves way too much pressure on the students. Being a student, I have experienced this many times and it can be quite unhealthy because stress is not a good thing for the mind or for the body.  -Eli Michon
    • Giuliano Musacchio
       
      I believe that this statement is true, we are free spirits, we should be able to think like free spirit students and have our own freedom! By taking initiative they are becoming leaders in their own way. Expressing yourself and following your thoughts is a huge part of today's society. What will our world be without students who can learn to eventually become leaders?
    • kelsey sazant
       
      I believe that schools rightfully put a large amount of emphasis on the academic results however this doesn't mean the other domains should be left behind. Grades and academic achievements are very important and schools should make this their main focus. This being said, I do feel as if most schools forget about the other aspects of an education. Schools should be able to cater to and identify with all of their students meaning that someone who isn't labeled as "smart" can still feel appreciated. Just because someone isn't academically gifted doesn't mean that they can not be successful. I think schools should reward their students for other things then just brain capacity. I think West Island College does a good job of that. Not only do we mark effort but we go as far as to commend students on various athletic skills, public speaking, helping the community (interact or green and grey). I think WIC does a good job of focusing on the well rounded student rather then just the one dimensional "genius" that most schools put up on a pedestal. As Albert Einstein once said "Everybody is  genius but if you judge a fish by it's ability to climb a tree, it will live it's whole life believing that it is stupid."
    • Chrissy Le
       
      I completely agree that this is the method that most schools use. A lot of emphasis is placed on extrinsic rewards in the educational system. I believe that this is a negative thing to do because students then lack inner motivation. They no longer want to do things for themselves, and more for the satisfaction of pleasing others, or receiving a high test score. Even though receiving a high test score might seem like a goal they want to pursue it's not truly for themselves, it is to please someone else.
  • rich variety of experiences and give students choices
  • take charge of their own learning
  • ‘make or break skills’ that come on top of the three Rs
    • Jordyn Shell
       
      I believe that the student is more likely to become a community leader because of the fact they they "choose" to do all this extra work, they're not being forced too. They're taking a choice to help others and inspire others. That's LEADERSHIP! When they say "children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults", that pretty much sums up my point exactly. I believe that those students are more likely to become leaders because they are taking such initiative now, it will only impact them positively in the future to do more!
    • Joe Inhaber
       
      I believe that a students desire to partake in schooling events, and acting as a leader is extriemly personal to the student. I think that students, as well as teenagers and children can develop leader ship skills, and the fact that it is to be rewarded in schools is in my opinion wrong. There is a variety of kids, that find themselfs in the role of "leader" in many situations other than in school. I think that in rewarding kids to become leaders, we are further removing their individuality, witch in my opinion is alredy being taken away through means adapted by our society.
    • vanessa parent
       
       I believe that leadership is not something that is taught but rather a personality trait that is developed by the individual themselves (as it said in the article, some children as young as two can have behaviours that may lead to the skills of a good leader). Some are born to be leaders, they have it in them to encourage, to motivate and positively influence others around them. People who demonstrate this features should definitely be encouraged by parents and by their school to develop these skills because if they start young and keep these habits they will most likely carry them through their whole lives. However i also think as jordyn said above, a good leader is someone who wants to take the initiative to partake in extra work or activities, not someone who is forced to do it. 
dunya darwiche

Birth Order (Child Development Institute) - 1 views

  • have an effect on how he sees himself
  • first born children are more likely to go to college than children in any other position in the family
  • apply to "typical families"
  • ...7 more annotations...
  • and probably do not apply to "dysfunction families"
  • middle child
  • best of both worlds. They are the youngest to the older sibling and the oldest to the younger sibling
  • Younger children always want to be able to do the things older siblings are allowed to do. And older siblings may feel that the younger siblings get away with things they were not able to when they were the same age.
  • middle child of three is usually different from the middle child of a large family
  • Only children usually want to be adults
  • During their formative years, only children live primarily in the world of adults
Helena Daoud

How poverty influences a child's brain development - The Globe and Mail - 1 views

    • Helena Daoud
       
      Trying to find ways to help children living in poverty
    • Helena Daoud
       
      Not all children living in poverty grow up with physical or mental problems.
  •  
    This article was very interesting to read because it proved that poverty does affect a child brain and I love that they are trying to find a way to make sure these children aren't terribly affected in the future. 
Jenn Orleans

Dr Hallowell ADHD review - 0 views

  •  
    I found this site after reading up on ADHD and Dr. Hallowell's world renowned work.  This site is trust worthy because it is actually the doctor's site.  His main study is ADHD so reading on his work shows us the truth behind all of the claims of ADHD. This page explains what adhd is, how to diagnose it and the difference between adhd in children and adults. 
Catherine Delisle

The Childhood Psychopath: Bad Seed or Bad Parents? by Katherine Ramsland - Bad Seed: Th... - 2 views

    • Catherine Delisle
       
      This website is very interesting because it is a detailed article on the origins of psychopathy. The author of this article, Katherine Ramsland, obviously believes that bad parents are the source for psychopathy because she often brings up real stories where psychopathic children had bad environments and she talks about theories such as the attatchement theory, which states the importance of the bond between parents and children. She hardly talks about the role of the brain in psychopathy. Ramsland often talks about the symptoms of psychopathic children and the interventions that need to be done in order for this behaviour to stop.
  •  
    Did you use Sweet Search to find this article? The source seems questionable..."trutv"`?
  •  
    I used Sweet Search for all my sources. Would you like me to find another source?
Daryl Bambic

Kids Do Better on the Marshmallow Test When They… - 8 views

  • better academically, handled frustration better, and managed their stress more effectively as adolescents. They also had healthier relationships and better health 30 years later.
  • reliability of the adults
  • suggesting that children can delay gratification longer when they are working together toward a common goal.
  • ...10 more annotations...
  • 207 five- to six-year-old children from two very different cultures—Western, industrialized Germany and a small-scale farming community in Kenya (the Kikuyu)
    • Daryl Bambic
       
      Why do you think the different cultures are important in the population sample?
  • (who was in another room)
    • Daryl Bambic
       
      Why do you think the other child was put in a different room? Do you think that the results would have been the same if the children were in the same room?
  • and, in the cooperative version, their partner also didn’t receive an extra cookie—even if the partner had resisted themselves.
  • even though they had a lower chance of receiving an extra cookie.
  • knowing others rely on them boosts their motivation
  • fun and engaging
  • opportunity to help someone else motivated kids to hold out
  • feeling responsible
  • mattered most.
  • Cooperation is not just about material benefits; it has social value,
Dayna Rabin

Promising Practices Network | Programs that Work | The Abecedarian Project - 0 views

    • Dayna Rabin
       
      founded in 1975 by Craig Ramey
    • Dayna Rabin
       
      Main goal for this program:  -Targeted disadvantaged kids  -To prevent problems before they develop --Mostly kids from a lower economic background
  • to create an educational, stimulating, and structured environment to promote growth and learning and to enhance school readiness.
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  • hild Care / Preschool       Home Visiting
  • early education program for young children at risk for developmental delays and school failure.
  • 1972 and 1985
  • wo components
  • a preschool intervention and a school-age intervention.
  • home activities
  • as designed to enhance cognitive and linguistic development
  • enriched language environment that was responsive to children's needs and interests.
  • six weeks and three months of age,
  • ttended the day care center six to eight hours per day,
  • Early Childhood (0-8)
  • began at kindergarten
  • first three years of elementary school.
  • a staff member,
  • aught parents
  • hese activities with their children
  • tutored
  • reading and math,
  • advocated
  • 15 home visits per year for each child
  • 17 school visits and approximatel
  • t-risk families with infants up to six months of age.
  • xplained the program to them and determined whether or not they met certain selection criteria
    • Dayna Rabin
       
      -There were in-class activities to help the child understand better. -For example: Asking questions like who, what, where, why and how. -Also there were at home activities, that the parents can do with the child as well
  • two-part intervention
  • 1972 to 1977
  • five-year period
  • Early childhood outcomes
  • A follow-up at age 15
Helena Daoud

Neurocognitive impacts for children of poverty and neglect - 0 views

  •  
    It was interesting to read about the research they did because it proved that poverty really does affect a child's brain and learning abilities. 
Catherine Delisle

Building Superhighways in Your Brain | Harold Koplewicz | Big Think - 1 views

    • Catherine Delisle
       
      This video is a very good explanation of the importance in keeping our brain active so that the connections don't die off. Harold Kiplewicz compares the connections in the brain to a highway and our sense of direction. The brain will tend to forget about the country roads but it will remember the most frequently used highways, which is a great analogy that easy to remember. He also explains that because of the fact that the brain keeps developing until 20-25 years old, medication has a different impact on children and adolescents compared to adults.
  •  
    This is a great site Catherine. I visit subscribe to BIG THINK. The metaphor for super highways is also very good.
dunya darwiche

Catalyst 2001 Features - Birth Order Psychology - 0 views

    • dunya darwiche
       
      Wow did this make me think of my Boyfriends family SOOOOOO MUCH! His older brother the oldest He as the middle child and the little sister oftenly seen as the angel wich in many cases she deserves it but that is out of context
  • five major birth order positions: only, oldest, second, middle, and youngest child
    • dunya darwiche
       
      This made me think of Horoscopes and how they seem to identify your personnality and anticipate your moves, decisions and thoughts according to your date of birth
  • Adler did document exceptions
  • ...9 more annotations...
  • birth order is sometimes not a major influence on personality development and that the child's opinion of himself and his situation determines his choice of attitude
  • mélange of two distinct sciences: sociology and psychology
  • Like all sciences, social psychology searches for concrete proof before belief
  • “the biologizing of human beings is not only bad humanism, but also bad science.”
  • study at Ohio State University conducted in the winter of 2001 showed that birth order affects career interests. In the Journal of Career Assessment, researchers noted that only children and first born children tended to have more cognitive and analytical interests, while those later-born were more artistic and outdoors oriented.
  • twenty-five types of marriages according to birth order
  • most common marital relationship is between an only child and a second child, and it has a fairly high rate of success, while first born-first born relationships seem to rarely happen. Firstborns are less likely to connect romantically.
    • dunya darwiche
       
      Number 1 My parent were both first borns and they had a Very healthy romantic relationship that shined bright with passion and two I am a Firstborn and i do not see how WE are "less likely to connest romantically"
  • seems to have no scientific proof
  • influence of being the first born of a specific gender, the influence of changing family dynamics, and the potential for methodical pitfalls in birth order research interest not only studies on birth order, but the research of many other social trends.
Dayna Rabin

Abecedarian Project - 0 views

    • Dayna Rabin
       
      A main goal: -For the development of the whole child : *Cognitively *Socially *Emotionally  *Linguistically 
    • Dayna Rabin
       
      Some findings: *Kids who had the pre school program, performed better than in the control group *3 times more likely to go to a college *By age 21 still cognitively above the control group kids, better at reading and math
    • Dayna Rabin
       
      Please scroll to the bottom of the page for more information on the findings of these children put in the control groups.
Erin Waxman

Postpartum Depression | Canadian Mental Health Association - 0 views

  • References to postpartum depression date back as far as the 4th century BC. Despite this early awareness, it has not always been recognized as an illness.
  • The sooner the condition is diagnosed, the more effective the treatment.
  • The mother may fear she is losing her mind or fear that others may feel she is unfit to be a mother.
    • Erin Waxman
       
      example: visions of seeing harm done to their baby, or even seeing them do harm to their own child.
  • ...13 more annotations...
  • The “baby blues” is the most minor form of postpartum depression. It usually starts 1 to 3 days after delivery, and is characterized by weeping, irritability, lack of sleep, mood changes and a feeling of vulnerability. These “blues” can last several weeks. It’s estimated that between 50% and 80% of mothers experience them.
  • Women with this condition suffer despondency, tearfulness, feelings of inadequacy, guilt, anxiety, irritability and fatigue.
  • A woman with postpartum depression may regard her child with ambivalence, negativity or disinterest.
    • Erin Waxman
       
      to me this is the most scary thing in the world. To have just given life to a child and to feel such negative feelings towards it when it should be the happiest time in your life.
  • An adverse effect on the bonding between mother and child may result.
    • Erin Waxman
       
      very important and can cause severe damage to the child. The lack of feelings of love and belonging in a child's first years can result in many behavioural and psychological problems in the future.
  • The depression can begin at any time between delivery and 6 months post-birth, and may last up to several months or even a year
  • Postpartum psychosis is a relatively rare disorder. The symptoms include extreme confusion, fatigue, agitation, alterations in mood, feelings of hopelessness and shame, hallucinations and rapid speech or mania. Studies indicate that it affects only one in 1000 births.
  • The exact cause of postpartum depression is not known.
  • One factor may be the changes in hormone levels that occur during pregnancy and immediately after childbirth.
    • Erin Waxman
       
      this is the most common thought cause of the illness
  • There is no one trigger; postpartum depression is believed to result from many complex factors. It is important, however, to communicate to women with postpartum depression that they did not bring it upon themselves.
  • One certain fact is that women who have experienced depression before becoming pregnant are at higher risk for postpartum depression.
  • The risk increases in women who have experienced 2 or more abortions, or women who have a history of obstetric complications.
  • a difficult relationship, lack of a support network, stressful events during the pregnancy or after delivery.
  • Therapy, support networks and medicines such as antidepressants are used to treat postpartum depression.
Joe Inhaber

The Psychology of Music: Effects on Behavior, Intelligence, Learning, Pain and Health |... - 0 views

    • Joe Inhaber
       
      Different kinds of music better of your intelligence than others, Mozart Better than Metal.
  • Merrill h
  • ad one group of mice listen to classical music 24 hours a day and another to heavy metal music. He then timed the mice as they ran through mazes to see if the music affected their speed of learning.
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  • In a second experiment, mice that listened to Mozart for 10 hours a day dramatically improved their maze-solving abilities, while the heavy metal mice actually became worse at solving mazes than they had been at the beginning of the experiment.
    • Joe Inhaber
       
      Music Helps With Verbal Memory
  • intelligence test scores grew higher in children who took lessons in keyboarding or singing.
  • music lessons scored higher on tests of verbal memory than a control group of students without musical training.
  • classify words as violent or nonviolent, those who had listened to violent lyrics were more likely to ascribe aggressive meanings to words such as “rock” and “stick.”
  • link between youth violence and violent media, including music
  • professor James Gundlach found higher rates of suicide among those who listen to country music.
    • Joe Inhaber
       
      Country Music Is bad
  •  
    Music Behavior
michelle tappert

Causes of Eating Disorders in Children Teens Teenage Girls - 0 views

  • At most, genetics is only half the story: there are a number of factors that occur in a person’s life that puts them at greater risk to develop an eating disorder.
    • michelle tappert
       
      Specific examples are below. This paragraph explains all the factors. 
  • Cultural factors that emphasize thinness as part of the ideal appearance of women,
    • michelle tappert
       
      In my opinion, this is terrible that society shapes what they believe is beautiful. We need to stop caring so much about what others want us to look like and what other people think!
  • Regardless of which among these factors may be most responsible, once an eating disorder takes hold, the individual is likely to report low self esteem and an overwhelming need for control. Weight loss and thinness define their sense of self worth.
trevor kearns

Human Nature - 0 views

shared by trevor kearns on 31 Jan 11 - No Cached
  •  
    Only watch from 9:10 to 41:00 This video talks about many different things. From the Nature vs. Nurture debate, epigenetics, addicts, and it also talks about the important psychological needs of young children and even the needs of a fetus in the womb of their mother.
Catherine Delisle

Economic status, genetics together influence psychopathic traits | News Bureau | Univer... - 0 views

    • Catherine Delisle
       
      This website is very interesting because it talks about a study that has been done at the University of Illinois. This study was on psychopathy and children. It included architectural differences in the brain of a child who may have psychopathic tendencies in the future.
Daryl Bambic

The teenage brain | Science News for Students - 1 views

  • dopamine.
  • Dopamine levels in general peak during adolescence.
  • increased activity in the ventral striatum
  • ...27 more annotations...
  • prefrontal cortex’s ability to boss the brain increases with age.
  • reward system can outmuscle the master planner.
  • adolescent brain specifically evolved to respond to rewards so teens would leave behind the protection provided by their parents and start exploring their environment — a necessary step toward the independence they will need in adulthood.
    • Daryl Bambic
       
      Evolutionary reward...the teen phase of development is what has pushed us forward with the new discoveries
  • So that’s why you have parents to act as your prefrontal cortex,” Frank jokes. Then, all too often, he says, “you reach adolescence and you don’t listen to your parents anymore.”
  • brain acts as the sculptor and chops away excess synapses. Scientists refer to this process as synaptic pruning.
    • Daryl Bambic
       
      Great image of pruning as sculpting
  • If you have ever thought that the choices teenagers make are all about exploring and pushing limits, you are on to something
  • necessary phase in teen development
  • exploratory period.
  • Even laboratory mice experience a similar phase during their development.
  • Young mice that explore most tend to live longest
  • magnetic resonance imaging (MRI) scanner. The scanner relies on a powerful magnet and radio waves to create detailed images of the brains
  • Teens also can play games that require them to make choices,
  • observing and measuring which parts of the teens’ brains are most active
  • During the risk-taking and rewards-based tests, one region deep inside the brain shows more activity in adolescents than it does in children or adults, Crone says. This region, known as the ventral striatum, is often referred to as the “reward center”
  • Adolescents are particularly sensitive and responsive to influence by friends, desires and emotions, researchers say. It’s one of the hallmarks of this stage in life.
  • eel good” response helps explain why they often give in to impulsive desires.
  • to be shouting louder” between the ages of 13 and 17 than at any other time during human development.
  • prefrontal cortex, it’s the brain’s master planner.
  • brain is locked in a tug-of-war between the logical pull of the prefrontal cortex and the impulsive pull of the ventral striatum.
  • toward years of serious risk-taking
  • prefrontal cortex seems to lag in developing. It turns out this delay serves an important evolutionary function,
  • So it’s important that the master planner not be too rigid or restrictive during adolescence. Instead, it stays open to learning.
  • One of the processes involves axons, or fibers that connect nerve cells. From infancy, these fibers allow one nerve cell to talk to another. Throughout the teen years, fatty tissue starts to insulate the axons from interfering signals — it is a bit like the plastic that coats electrical cables.
  • In axons, the insulating tissue allows information to zip back and forth between brain cells much more quickly. It also helps build networks that link the prefrontal cortex with other brain regions, allowing them to work together more efficiently.
  • The second key process involves synapses. A synapse is like a dock between nerve cells. Nerve cells communicate by transmitting chemical and electrical signals. Those signals move through the synapses.
  • brain starts discarding many of these connections
  • So the brain strengthens the synapses it really needs and eliminates those that either slow things down or aren’t useful.
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