most creatures uh have this creative problem solving where the step one is to figure out what affordances do I have and and how do I put myself together into a some kind of a coherent organism and and survive and do other interesting things and this is why we can have xenobots and anthr robots and uh things that have never existed on Earth before but have novel coherent behaviors and morphologies

one of the things we study is the incredible plasticity of Life the fact that we can take living things and you know I can put a we can we can put a an eye on the tail of a taple instead of in their in their head and those animals can see perfectly well

Interesting. I suspect it depends on how you use it. Students with a high level of metacognitive capacity could use this to their advantage. Teaching (particularly the Whole-Part-Whole Reteaching technique) is a very useful technique for active recall (don't forget expanding gap spacing and interleaving); it forces you to use all aspects of your cognitive schemas to provide a clear and understandable explanation of what you know to have others understand it. When you struggle to explain it to others or they ask questions and you cannot answer it (or explain it in different ways) you have identified knowledge gaps.These recall techniques serve not only to strengthen the neural connections between concepts in the cognitive schemata (Hebbian plasticity; re-encoding benefits) but, perhaps more importantly, also to identify knowledge gaps making you know what to focus on when improving your knowledge mastery (maybe even what information to drill, depending on the information type).

brain connectivity

learning of a second language (L2) in general is much more difficult and often less effective ascompared to learning of afirst language (L1), especially when the learning takes place later in life.

, as the elements of learning depend on the memory alone, which not only exists in children, but is at that time of life even most tenacious