• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

The memory is very important in processing information. Our previous experiences affect how we judge and interpret information and the course of action we take.

Extracts from this document...

Introduction

Gemma Brayne Mr Culverhouse Homework Page 102-104 Memory The memory is very important in processing information. Our previous experiences affect how we judge and interpret information and the course of action we take. The memory process is very complex and although there has been much research in this area, it is still not fully understood. It's useful to try to simplify the process by using the information processing approach. Short term sensory stores Information in the form of stimuli enters the brain from the environment. Each store has a large capacity but information is only stored for between a 1/4 and one second before it is filtered. This filtering takes place in the stimulus identification stage. Selective attention takes place in the short-term sensory stores. Short term memory This has been named the "workspace" because this is where information is used to decide what needs to be done. ...read more.

Middle

Meaningless items are usually not stored for long periods of time. Motor programs are stored in the long-term memory because they have been rehearsed many times. The process of continued rehearsal leads to a skill being almost automatic and the process of learning by rehearsal is often referred to as "over learning". If you are regulary using particular motor skills you are more likely to remember them eg, once you have learned to swim you are unlikely to forget. Key Points The memory process is still largely am mystery but simplified models have been developed to try to explain the process. The basic model describes memory as essentially a three-stage process: Short-term sensory store-short-term memory-Long-term memory. All information that is selected passes through the short-term memory. The process 'chunking' can help a performer deal with larger amounts of information. Items of information need to be rehearsed before they can be stored in the long-term memory. ...read more.

Conclusion

Draw a simple model of the memory process 18. What is meant by selective attention? I'ts where relevant information is filtered through into the short-term memory and irrelevant information is lost. 19. How can a teacher ensure that information is stored in the performers long-term memory? The teacher can ask them to rehearse a skill that they have learnt 20. What is meant by a motor programme? It organises a series of subroutines into the correct sequence to perform a movement, adapting it to change in the environment. Motivation and arousal Motivation is extremely important because without it there is no reason for anyone to want to acquire motor skills. There needs to be a drive to learn and achieve success. The study of motivation has been wide, and it could take a whole book to cover each aspet of motivational research in any detail. 1. Motivation involves our inner drives towards achieving a goal 2. Motivation depends on external pressures and rewards that we perceive in our environment. 3. Motivation concerns the intensity and the direction of our behaviour. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Cognitive Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Cognitive Psychology essays

  1. SHORT TERM MEMORY

    This consent form was given out to participants to read and decide if they want to participate in the investigation, because they've got the right to make any objection at any time. And it explains what the participants will be agreeing to, if they give us their consent to participate.

  2. Memory: Rote Rhearsal and Mental Imagery.

    It also made sure that there was no possibility of participant guessing the hypothesis and so avoids some of the possible demand characteristics. Participants Participants aged between 16-18 were chosen because they were the only participants available to me for the experiment.

  1. Memory: Rote Rehearsal and Mental Imagery.

    Ora (1965) believed that volunteers could not be regarded as a typical sample of people. Ora's studies showed that the volunteers used in the studies tended to be abnormally insecure and introverted amongst other things. Other limitations to the results may be that some participants may have been more familiar

  2. Levels Of Processing

    A person then performed an unrelated task (Calculating Maths sums) after which the participant was asked which words he could remember from the first task. I allocated and timed 15 minutes for each respondent to perform the tasks. After they have completed the task I debriefed the participant and thanked him for taking part.

  1. effects of chunking and unchunking on short term memory

    Not Entre" o Sign "Silence" visible from every participants view * Got the first class of en-rolling psychology students to attend an extra psychology activity. * As students entered the room participants were asked to switch off their phones.

  2. Investigating the short-term memory

    This hypothesis was decided on because it will be interesting to see how effective the short-term memory is, because the short-term memory is useful and essential in most of our everyday life - it's inevitable. This aim was chosen because it is interesting to see whether a distraction will affect

  1. Does chunking help with memory?

    style of a laboratory experiment because I feel it is the most suitable method. It allows the precise control of variables and enables it to be replicated easily. It is the aim of this study to find out which variables are responsible for affecting memory.

  2. Investigating the effects of organisation on learning

    Theoretical issues in free recall. In T.R. Dixon & D.L. Horton (Eds.), Verbal behavior and general behavior theory, pp. 2-36. Englewood Cliffs, NJ: Prentice-Hall. Appendix 1: Raw data The participant identification numbers are in the form Ann or Bnn, where A refers to the categorised condition, B refers to

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work